NEW EXAM. Introduction to the course 2. Students Book organisation 4. How to use this Handbook 7

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1 NEW EXM Challenges 1 Teacher s Handbook Patricia Con en s Introduction to the course 2 Students Book organisation 4 How to use this Handbook 7 How New Exam Challenges 1 reflects CEF 9 New Exam Challenges a nowy egzamin gimnazjalny i nowa Podstawa programowa 10 Students Book contents pages 12 Egzamin gimnazjalny podstawowe informacje 15 Teacher s notes 16 Student /B activities 115 Time Out magazine 116 Time Out answer key 122 Exam Vocabulary 123 Students Book answer key 132 Workbook answer key 133 Workbook audioscript 139 Class evaluation sheet 142 = Students Book material Mugglestone Bartosz Michałowski

2 2 Introduc ion to the course Challenge We first thought of the title of this book after speaking to the inspired (and inspiring) head teacher of a secondary school in a district outside Warsaw. He was talking to us about all the problems his school faced and, despite them, the many achievements of his students inside and outside the classroom. They took part in science olympiads, sporting events, choirs, youth orchestras, theatre groups, chess competitions and many other activities. This demonstrated the kind of enthusiasm and challenge we wanted to inspire in our own material. Our definition of a challenge is a task that, while not easy to accomplish, is worthwhile and rewarding. challenge requires patience, hard work and the ability to overcome problems. Many challenges also involve working with other people as a team to achieve goals that would be impossible to reach as an individual. For many years, in both society and education, there has been a tendency to focus on activities that give instant reward and success. However, more and more young people are taking part in challenging activities like popular marathons, expeditions, extreme sports and voluntary work. Even in the unlikely world of computer gaming, game designers have found that the most popular games are those that are the most difficult, hence the expression hard fun. The conclusion must be that a challenge is often fun because it is not easy; people enjoy being stretched and challenged. Challenge In The Classroom Within the English language classroom there is one obvious challenge: learning a foreign language in a few hours a week within a school environment. The challenge is there for students (and teachers) whether we like it or not. It may sometimes look insurmountable but it is not if we break it down into a series of smaller tasks or challenges. In New Exam Challenges, each module contains a series of grammar and skills activities and builds towards final speaking, writing, reading and listening tasks in which students can use the language they have learnt. Because these tasks are achievable, they build students confidence as well as lay the foundations for communicative competence. In parallel, there are learner development activities such as self-checks at the end of each module that encourage students to be aware of how well they are progressing towards the greater challenge of learning English. The theme of challenge is also present in such topics in New Exam Challenges 1 as helping others, dealing with bullying and surviving tornadoes. In addition, the story focuses on how a group of teenage characters, at both a group and personal level, take part in challenges. In New Exam Challenges 1, the characters participate in the FCE (Fun chievement Community Environment) ward, where they perform challenges successfully and help the local environment. The characters in the team provide positive role models for teenage students because they are doing something worthwhile and overcoming personal and group problems to achieve their goals. The story provides a springboard for education in citizenship: making students aware of their rights and responsibilities; helping others and working for the community; being a good citizen. The Students Book pproach Grammar In New Exam Challenges 1 the Get Ready module revises basic structures that students will probably have seen before (e.g. to be/pronouns/possessive adjectives). There is grammar in two main lessons in each module. t this level, students need to learn structures gradually and systematically. ll grammar is presented in context. Students read articles, stories and dialogues. They then focus on structures in the text. First there is a focus on form. Then students work out, in a guided way, how to use the new structure. Practice moves from easier, guided exercises on form to more challenging and freer speaking and writing tasks. The final activity (Your Turn) gives students an opportunity to use the grammar to talk about their own lives. In Study Corner, students check their knowledge and are guided to remedial exercises to deal with problems. Sentence Builders Sentence structure has often been neglected in ELT even though most language groups have quite different syntax from that in English (e.g. verb position in Slavic languages; adjective position in Latin languages). L1 interference causes mistakes of word order and these are usually more serious than other mistakes, such as those with verb endings, because they affect understanding. Sentence Builders focus on potentially difficult sentence structure which is often related to the main grammar (e.g. present, past and future time clauses). They systematically build up knowledge of common sentence structure in English and help students to construct a repertoire of patterns in their minds. Target patterns appear in texts, are focused on explicitly in Sentence Builders and practised in guided exercises. Sentence Builders then remain as a kind of pattern bank which can help students when revising. Lexis Exam Words boxes in New Exam Challenges 1 cover basic lexical areas (e.g. jobs, food and drink, the weather). The boxes are usually linked to the Exam Vocabulary so that students can check the meaning of the words there. Exam Words help students to understand both reading and listening texts and give them essential vocabulary for writing and speaking tasks. Word Builders focus on key lexical features and help build up students capacity to organise and learn English vocabulary. Lexical features include collocation (e.g. play the piano/ride a horse), multi-part verbs (e.g. find out), compounds (hair style) and delexicalised verbs (e.g. have a shower). These spots also focus on what is traditionally called wordbuilding : the use of prefixes and suffixes (e.g. the suffixes -er or -ist used to form names of jobs). Exam Expressions are related to key functional areas from 1 in the Common European Framework.

3 There are other useful phrases in the story dialogues and these are focused on in the Workbook. Pronunciation Some pronunciation spots are related to the language presented in grammar presentations (e.g. questions/ contractions). The main pronunciation spot is called Listen closely. It focuses on problem sounds (e.g. / / and / /) and on supra-segmental pronunciation work. One of the biggest problems students have with listening to natural English speech is actually hearing words and expressions as many words just seem to disappear. Listen closely tasks focus on word stress, unstressed function words (e.g. and/of) and word boundaries. Skills In New Exam Challenges 1, skills activities are guided, structured and, wherever possible, integrated with other skills. For example, in the Get Ready pages students listen to people speaking about a topic before they talk about the same thing themselves. There are speaking activities in every lesson and tasks always use language that has been presented to students (vocabulary, grammar and exam expressions). Students are given time to think about their ideas and prepare for speaking as well as time to report back to the class what they have talked about in the pairwork stage. There are at least three reading texts per module. Text types include: magazine articles; interviews; questionnaires; brochures; non-fiction extracts; TV reviews; websites; notes, s and postcards. There is also extra reading in the Time Out magazine at the end of the book. There are three or four listening tasks in every module. s well as the gist listening in the Get Ready section, there is a listening task in one of the main units. In the story unit, students read and listen to dialogues; this helps students see the relation between spoken language and its written form. In the cross Cultures sections, there is a listening text with both an extensive task and an intensive task. This task (Listen closely) develops learners ability to distinguish sounds, words and expressions. There is writing in every module. In even-numbered modules, there are projects which students can either do in pairs or on their own. Projects give students a chance to write about their own world and to be creative. Clear models and stages are provided to guide students. In odd-numbered modules, Your Challenge spots focus on more interactive writing and students complete a form and write the following: text messages; different kinds of notes; a report; a postcard; s. Students are also given clear models and the writing tasks are carefully staged. Culture Cultural input appears throughout the book in both reading and listening texts. The story also provides cultural insights into the lives of the four characters who are doing the FCE ward. The programme is run by a local youth club and the group get involved in sports, clubs, community work and a 25-km expedition. Finally, the cross Cultures sections compare elements from different cultures rather than just presenting information about Britain. Students read about sport, festivals, schools around the world and read about teenagers who have emigrated to Britain. t the end of the section, learners write projects about their own culture using the language of the reading texts. Learner development One of the greatest challenges for students is to become better learners and to learn to study English on their own. Several features encourage learner independence in New Exam Challenges 1. On the Get Ready page, the objectives box clearly shows students what they are going to learn in the module. With each of the three main units, there is a corresponding spot in the Time Out magazine. This means that, when students finish early or have time to spare, they can look at the game, puzzle or quiz in the Time Out section. In Study Corner students test what they have learnt in the Language Check and then listen and check their answers. In the Feedback section they can find out what areas they need to study more. Finally, the Study Help systematically develops study skills. In New Exam Challenges 1 there are spots about: classroom language; organising vocabulary books and learning words; using the Exam Vocabulary; doing homework; revising for exams. The Workbook The Workbook gives further practice of the language introduced in the Students Book. Each unit directly reflects the content of the corresponding unit of the Students Book. Groups of Exam Words and lexical features from Word Builders are recycled and practised throughout the book. Grammar structures and uses are practised in the Vocabulary and Grammar sections and exercises are graded according to difficulty with a one-, two- and threestar system. There is also a handy Grammar Reference and Exercises section, Exam Vocabulary section and a bilingual wordlist at the back of the book. Reading and writing skills are practised in the Skills unit, which also includes a focus on punctuation. These units also practise exam words and expressions. There are extra listening activities on every Get Ready page of these units. The recordings are on the Workbook audio CD. The Language Check in each module acts as a follow-up to the language quiz in the Study Corner of the Student s Book. lternate modules of the Workbook finish with a Reading Corner, which can be used as a reading for pleasure activity or to give further reading comprehension practice. 3

4 Digital components New Exam Challenges offers digital material to support learning (and teaching) in a variety of different ways. New Exam Challenges MyEnglishLab is an innovative online component which contains interactive activities corresponding to the activities in the Workbook, along with course-management and assessment tools. It can either be used interchangeably with the Workbook or fully replace it. This new component offers a number of benefits for both the teacher and the student. Benefits for the teacher: - utomatic and instant marking of closed tasks frees up class time for the teacher to use in a more effective way. - Easy assignment, flexible scheduling and marking tools allow the teacher to control open tasks (such as writing). - Flexible preference settings help the teacher to control classes and students. - Class gradebook automatically collates all students grades in one place. - Evaluation tasks allow the teacher to monitor performance and identify class or individual weaknesses which require further work. Benefits for the student: - The interactive form of online exercises done on a computer is more attractive for many students than the traditional way. - Unlimited access to MyEnglishLab allows the students to complete their homework whether they are in a lab setting, studying at home or on the go. - Personalised gradebook motivates students to study more and improve their results. New Exam Challenges ctiveteach: an interactive version of the Students Book suitable for using with any IWB or simply with a computer and projector. Using the touch-sensitive screen of the interactive whiteboard, you can easily integrate audio, video and interactive activities into your lessons to motivate your whole class. Includes games, all the audio for Students Book and Workbook, the New Exam Challenges DVD, the word list, Exam Vocabulary and more teacher s resources in short, all the New Exam Challenges resources at the click of a button! Teacher s Resources Multi-ROM: includes Teacher Development workshops, photocopiable resources, a DVD and DVD worksheets. Test Master Multi-ROM contains print ready tests and easily customisable tests with answer keys. There are 21 tests in total, including 1 placement test, 8 module tests, 4 progress tests and 8 quick tests. Students Book organisation New Exam Challenges has a topic-based approach because it enables students to learn about the world through English and to learn the language at the same time. The course is divided into eight main modules plus a starter module. The Get Ready module revises language that students have probably seen before, familiarises them with the course and develops their awareness as learners. The themes in the main modules: 1 are related to students own world (e.g. hobbies, music, television, amusement parks); 2 are cross-curricular (e.g. history, geography, science); 3 develop citizenship education (e.g. helping the community); 4 are about other cultures around the world (e.g. sport, schools, festivals). In New Exam Challenges 1, the eight main modules are organised like this: 1 a Get Ready page introduces students to the topic; 2 two lessons have reading, listening, vocabulary and grammar; 3 one lesson develops the story and has a major focus on speaking and writing; 4 Exam Challenge lesson practises tasks required at the new gymnasium exam; 5 even-numbered modules have cross Cultures lessons with reading, listening, speaking and a project; 6 at the end of every module there is a language check and learner development spot. t the end of the book there is a magazine section (Time Out) related to the units with fun activities like puzzles, games and reading for pleasure. Students can do the activities if they finish early in class or at home. There is also the Exam Vocabulary picture dictionary that students can use to check new words in the units. 4

5 menu The lessons these pages introduce the module topic lexical areas related to the module topic are presented speaking activities relate the topic to the students own lives a b Get Ready 1 Look at the photos. re the activities: 2 Exam Vocabulary pages 120 and 131. Look at the Exam Words. 3 Work in pairs. sk and answer questions about sport and exercise. Can you do gymnastics? B Yes, I can. Module 2 Talk about exercise, food, appearance. Read about fashion in sport. Listen to sports advice. Write a text message. Learn about have got and countable/uncountable nouns with some/any. Tematy gimnazjalne: Człowiek, ywienie, Sport c Exercise 4 Listen and complete the advice. 1 Do thirty minutes of exercise every day. 2 football, basketball or tennis. 3 watch hours of television. 4 Don t computer games for hours. 5 or cycle to school. 6 Use the stairs don t the lift. 27 these boxes show teachers and students the objectives of each module as well as the gymnasium exam topics activities develop gist listening skills these activities introduce the unit topic these spots focus on lexical features systematically texts develop reading skills and present new grammar in context 4 Fi and Fashionable Warm-up 3 Match the words from the text. re they one or two words? 1 Exam Vocabulary pages Find examples of the Exam Words in the photos. fashion magazine two words Reading 2 Read the interview. re the sentences true (T) or false (F)? Serena Williams Bella Nicholson in the UK I Hi, Bella. This is your first show in London. How many models have you got here today? B I ve got fifteen models at the show. I nd what clothes have you got in your collection? B Well, I ve got dresses, trousers, and skirts, of course. nd I ve also got tracksuits, shorts, sports bags and baseball caps. I But you re a fashion designer, not a sports star. B Yes, but sport is very popular in fashion. Today, sports stars have got fashion Usain Bolt collections. Serena Williams is a top tennis player and a fashion designer. Champion runner, Usain Bolt, has got a clothes collection with T-shirts, caps and yoga trousers. I That s interesting. B Yes, and sports stars are in fashion magazines, too. Cristiano Ronaldo and na Ivanovic are good examples. Cristiano is famous for his clothes, hairstyle and diamond earrings! na has got long brown hair and green eyes. She s tall and slim, but not thin. It isn t good for models to be very thin. I That s true. One last question tattoos on models, good or bad? 28 B My models haven t got tattoos. I m not into them. Cristiano Ronaldo na Ivanovic Grammar: have got/has got 4 Complete the table with have, has, haven t or hasn t. ffirmative 1 2 Negative 3 4hasn t Yes/No Questions 5 Has Short have 6 has 7 Wh- Questions Practice 5 Look at the photos and the text again. Complete the sentences with have, has, haven t or hasn t. 1 hasn t Write true short answers for these questions TIMEOUT! Page 108, Exercise 4 Exercise 7 Write questions with have got or has got. Work in pairs. Then ask and answer the questions. 1 Has your cousin got fair hair? No, she hasn t Look at the Sentence Builder. Use the words to make sentences Your Turn 9 Complete the sentences with have, has, haven t or hasn t. Then ask and answer questions. Have you got a big family? B No, I haven t I 6 10 Game Work in pairs. Think of a teacher or student in your school. sk five questions and guess who it is. Is it a student? B Yes, it is. Is it a boy? B No, it isn t. Has she got long hair? B Yes, she has. Has she got 29 grammar practice moves from controlled to freer exercises these boxes focus on problems of sentence structure grammar is presented through guided discovery lessons end with personalisation activities dialogues and photos develop the story 6 he Spor s Cen re Warm-up 4 Work in pairs. Practise the dialogue. Change the underlined words each time. 1 Look at the photo. Match the people with their activity. B 1 a) 2 b) B 3 c) Reading and Listening B 2 Read and listen to the dialogue. Write the correct names. Exercise Your Challenge Writing: text message 1 Look at the text abbreviations and read Jake s message. What is his new sport for the challenge? 2 Write Jake s message in complete sentences. Hi! re you okay? functional language is focused on and practised 1 Jake Mel Laura Mel Laura Emily Laura Emily Mel can Ryan Emily Laura Ryan Laura Ryan Speaking 3 Look at the Exam Expressions. new message Hi! R u ok? m at top of hill - v hot and tired! Cycling v hard. Clothes so uncool! LOL. Ur running class ok? Got new DVD 2 watch. U free l8r? Jxxx Text message abbreviations r = are u = you c = see gr8 = great luv = love l8r = later + = and 2 = to 2day = today LOL = laugh out loud thanx = thanks pls = please ur = your TB = text me back v = very xxx = kisses 3 Write a text message to another student about your present activities. the final writing task is the students own challenge 4 Read your partner s text message. 32 TIMEOUT! Page 109, 40, Exercise

6 w Exam strategies boxes provide descriptions of exam tasks and useful tips 34 Zadanie: Prawda/Fałsz Exam strategies Zadanie polega na okreêleniu na podstawie przeczytanego tekstu, czy zdania sà prawdziwe, czy fałszywe. Najpierw przeczytaj szybko tekst, eby zrozumieç jego ogólny sens. Nast pnie przyjrzyj si zdaniom. PodkreÊl w nich wa ne informacje i wyszukaj je w tekêcie. Zauwa, e informacje w tekêcie sà wyra one innymi słowami ni informacje w zdaniach. 1 Przeczytaj poni szy tekst. Zdecyduj, które z podanych zdaƒ (1 5) sà zgodne z jego treêcià (T), a które nie (F). ROBERT KUBIC Robert Kubica is a top Formula 1 driver and Poland s first Grand Prix winner! Robert (born 1984) is from Kraków. He is not from a motor racing family, but his parents are very important to him and his job they always help him. Robert has got dark hair and a thin face and he is very tall (1.84 m) for a Formula 1 driver. Robert s favourite food is pasta but he is very slim he s only about 67 kilos. During the race Robert wears special sports clothes. fter work his typical clothes are: jeans, T-shirts or shirts and baseball caps. He is not a fashion designer but you can buy Formula 1 T-shirts and caps with his name and signature on. Robert is into computer games and watching snooker. He is interested in indoor go-karting and watching rallies. Robert can speak and write perfect Italian and he can communicate very well in English. He is often in English magazines and TV interviews. 1 Robert s parents are racing drivers. 2 Robert isn t short. 3 You can buy special jeans with Robert s signature on. 4 Robert is interested in snooker. 5 He can speak English. Zadanie: Test wyboru Exam strategies W tym zadaniu wysłuchasz kilku niezwiàzanych ze sobà dialogów lub tekstów. Do ka dego z nich jest jedno pytanie. Z trzech podanych opcji wybierasz poprawnà odpowiedê. Przed wysłuchaniem tekstów przeczytaj dokładnie wszystkie pytania i odpowiedzi. 2 Usłyszysz dwukrotnie cztery teksty/dialogi. Z podanych odpowiedzi (a, b i c) wybierz właêciwà, zgodnà z treêcià nagrania. 1 Which boy is Tina s boyfriend? a) b) c) 2 The advice is about a) fashion. b) food. c) sport. 3 For Julia, her dancing classes are a) easy. b) boring. c) hard work. 4 Where are the girls? a) b) c) Zadanie: Prawda/Fałsz Exam strategies Przed wysłuchaniem nagrania, przeczytaj wszystkie zdania i podkreêl w nich kluczowe informacje. Pami taj, e kolejnoêç zdaƒ jest taka sama jak kolejnoêç odpowiadajàcych im fragmentów w nagraniu. 3 Usłyszysz dwukrotnie wypowiedê. Zdecyduj, które z podanych zdaƒ (1 5) sà zgodne z treêcià nagrania (T), a które nie (F). 1 TREND is an Internet shop. 2 The shop hasn t got shoes. 3 The shop has got clothes for different occasions. 4 You can get a present in the shop. 5 The text is about a clothes shop for the family. Zadanie: Test luk sterowanych Exam strategies Po przeczytaniu całego tekstu spróbuj samodzielnie uzupełniç luki bez patrzenia na podane opcje. Sprawdê, czy twoja wersja jest wêród odpowiedzi. JeÊli jej nie ma, wybierz t, która najlepiej uzupełnia luk. 4 Przeczytaj poni szy tekst. Uzupełnij luki (1 4), wybierajàc jednà z podanych mo liwoêci (a, b lub c), tak aby otrzymaç logiczny, spójny i poprawny j zykowo tekst. I am a student and 1 favourite free-time activity is free running. I ve got 2 friends who are into this sport, too. We 3 run really fast, jump over cars and climb high walls. It s not easy but it is 4 fun. Free running has got a lot of fans in many countries. 1 a) my b) me c) I 2 a) a b) any c) some 3 a) have b) can c) are 4 a) okay b) not c) great Zadanie: Dobieranie wyrazów do luk Exam strategies Przyjrzyj si zdaniom z lukami i zastanów si, jaka cz Êç mowy (np. rzeczownik, przymiotnik lub czasownik) pasowałaby do ka dej luki. 5 Przeczytaj poni szy tekst. SpoÊród podanych w ramce wyrazów (a f) wybierz właêciwe uzupełnienie luk (1 3). Trzy wyrazy nie pasujà do adnej luki. a) use b) sisters c) food d) children e) fashion f) cook. Jamie Oliver is a famous British chef. He s got short fair hair and blue eyes. He is young and energetic. He s married and he s got four 1 three daughters and a son. His TV programmes are popular all over the world he can 2 easy but fantastic meals. Jamie has got a few restaurants: in Britain, Holland and ustralia. He is into Italian 3 pasta, salads and fresh bread. Zadanie: Test wyboru (sytuacje w j zyku polskim) Exam strategies W tym zadaniu czytasz opisy sytuacji w j zyku polskim i spoêród trzech mo liwoêci wybierasz poprawnà reakcj. Przeczytaj opis sytuacji i nie patrzàc na odpowiedzi, zastanów si, jak ty byê zareagował/zareagowała. Sprawdê, czy wêród podanych opcji jest twoja. JeÊli nie, wybierz najbardziej do niej zbli onà. 6 Przeczytaj poni sze opisy sytuacji w j zyku polskim. Z podanych odpowiedzi (a,b i c) wybierz właêciwà reakcj. 1 Spotykasz koleg, którego dawno nie widziałeê/ widziałaê. Jak spytasz, co u niego słychaç? a) re you happy? b) What are you into? c) How are things? 2 Spotykasz cudzoziemk. Jak zapytasz, z jakiego kraju pochodzi? a) What s the name of your town? b) Where are you from? c) What languages can you speak? 3 Kole anka zapytała, jak ci idzie na zaj ciach z ceramiki. Odpowiedz, e jakoê sobie radzisz. a) It s horrible. b) Fantastic. c) Not too bad. Zadanie: Dobieranie reakcji do nagranych wypowiedzi Exam strategies Przed wysłuchaniem nagrania przeczytaj uwa nie wszystkie zdania. Pami taj, e jedno nie pasuje do adnej wypowiedzi. 7 Usłyszysz dwukrotnie pi ç pytaƒ. Przyporzàdkuj ka demu z nich właêciwà odpowiedê, wpisujàc litery (a f) w kratki (1 5). Jedna odpowiedê nie pasuje do adnego pytania a) It s new. b) Yes, I can. c) I m fifteen. d) Yes, I m mad about music. e) No, they re boring. f) Design computer games. 35 clear division into the new exam sections students know what type of exam task they are going to do texts look at culture around the world cross Cul ures Warm-up 1 Look at the photos of Sports Days in different countries. sk and answer the questions Sport is important in my school. Our Sports Day is in July. Students can do athletics and they can play basketball. National Sports Days 1 In a lot of schools in the UK, Sports Day is in June or July. This can be a serious competition, with the students in teams. They can do athletics and play sports like basketball and tennis. nd they can win medals or prizes. But in some schools Sports Day is for fun, with races for teachers and parents! Listening 4 Listen to the interviews with three teenagers. Copy and complete the table with their answers. Favourite sports Favourite stars nna gymnastics Daniel Maddie 5 Listen closely Write the number of words in each sentence. Contractions are two words (It s = it is). 1 What s your favourite sport? = 5 words Work in groups. Make a poster about your favourite sport. Use the questions to help you. round the world The players/sports stars Your country Baseball intensive learning deals with sounds and features of natural speech 6 Pronunciation Listen to the two sounds. 1 /s/ 2 In Jamaica, athletics is very popular and Sports Day is really important. It is a big competition called the Boys and Girls thletic Championship Champs for short. It is in pril in the National Stadium and people can watch it on TV! Students from hundreds of schools are in Champs every year. Coaches are also there to look for the next Usain Bolt! Reading 2 Read the texts and complete the table. Sports Month Sports Other Day in activities Jamaica pril the UK Japan 36 In Japan, the second Monday of October is Sports Day (called Taiiku no H in Japanese). It is a national holiday, with competitions and games all over Japan. Students can do athletics and gymnastics, and they can play ball games. Little children can do fun activities, for example the big ball relay. Sports Day in Japan is a good time for families. People can enjoy a day of sport and activities like dancing or horse riding. 3 Read the text again. re these sentences true (T) or false (F)? Now listen and repeat the words. Speaking 8 List your favourite sports and people. 9 Work in pairs. sk and answer questions. What s your favourite sport? B My favourite sport is volleyball. 37 there are four projects in the book which give students the chance to work together and be creative self-test exercises check students vocabulary, grammar and functional language S udy Corner 2 Language Check 1 Complete the sentences with the verbs do or play What type of food and drink can you see in the pictures? Write affirmative sentences ( ), negative sentences ( ) or questions (?) with have got. Fred / a new TV (?) Has Fred got a new TV? ? ? 5 Complete the sentences with some or any Grammar / 11 6 Complete each gap with one word from the box. students listen and check their answers before doing extra revision 3 Look at the photo on page 22. Match the names with these descriptions. a) b) c) d) Vocabulary / 15 Feedback Listen and check your answers to the Language Check. Write down your scores. Look at the table. Check where you made mistakes. Wrong answers: Look again at: B 28 B S udy Help: Exam Vocabulary Exam Expressions / 4 You can find meanings of new words in the Exam Vocabulary. You can use the Exam Vocabulary to revise words. Work in pairs. Choose a page in the Exam Vocabulary. Cover the words and test your partner. What s this? B Basketball. Yes! learner development activities help students become better learners 38 6

7 How to use this Handbook This Handbook contains reduced pages from the Students Book, together with teaching suggestions, background information on the content of the Unit, pronunciation guidance for difficult names and places, audioscripts, ideas for extra activities, and answers to exercises which are written either on the reduced Students Book page (in red) or in the teacher s notes. The Handbook will help you plan your lessons and is handy for easy reference during lessons. Module objectives The module objectives are listed at the top of the first page of each Module. When starting a Module, read through the objectives with the students and check that they understand any new vocabulary, e.g. talented (young people) in Module 1 (page 16). If appropriate, ask students to discuss any of the activities they have done, using their own language or English, e.g. completing a questionnaire (Module 1). Encourage students to say what they remember about any of the grammar points they have studied in the past, e.g. question words (Module 1). Students can predict which of the objectives they think they will find interesting, easy or difficult. t the end of a Module, ask students to read the objectives again. Help students assess how well they have achieved the objectives and to say which objectives they found easy or more difficult. Using the Background information The Background sections provide information about aspects of the social and cultural content of the Units. It is intended primarily for the teacher rather than the students. You can refer to the Background if, for example, students want to know more about events, people and places mentioned in a Unit, e.g. the FCE programme (Module 1 Get Ready page 16), sports men and women (Module 2 Unit 4 page 28), the Jorvik Viking Centre (Module 4 Unit 11 page 52). Not all of the Background information will be of interest or relevance to your students. It is up to you to decide what, if any, of the Background information to pass on to your class. The Time Out magazine t the back of the Students Book there is the Time Out section, a set of fun activities and puzzles in a magazine format. There are 24 activities in the magazine, one for each of the 24 core units in the Students Book. Students can do the activities working individually, in pairs or in small groups. The magazine activities are designed to be used when there is time after students have completed a related activity in the Unit, at the end of a Unit or at home. The magazine recycles the language and topics of the Units in new contexts and through authentic, motivating activities such as puzzles (e.g. ctivity 5 page 109), quizzes (e.g. ctivity 2 page 107) and stories (e.g. ctivities pages ). The Exam Vocabulary The Study Help on page 38 gives advice to students on using the Exam Vocabulary and the Study Help on page 26 gives advice on vocabulary books. The Exam Vocabulary on pages of the Students Book groups together and illustrates sets of words relating to topics (e.g. animals, pages ) and functions (e.g. describing appearance, page 118). Students use the Exam Vocabulary picture dictionary to check the meaning of Exam Words when they are first presented in a Unit. Later, students can use the Exam Vocabulary as a revision and testing aid, working as a whole class, in pairs or individually. For example, students cover page 120 (Interests and abilities) with a sheet of paper, leaving just the top row of pictures visible. Students look at the top row of pictures and say (and/or write) the words. Students then move the paper down the page, repeating the activity for each row of pictures and checking their answers. Towards the end of the course, when students have studied most of the pages in the Exam Vocabulary, have a competition. Students work in teams, finding the words you say in their Exam Vocabulary. The first team to find the word gets one point. For example, Teacher: Where is a (doctor)? Students: Page 123. Teacher: Where is the word (opposite)? Students: Page 129. Teacher: Where is (a big man and a small girl)? Students: Page 118. Students can then play the game in groups. 7

8 Tips Ways of checking answers: Students can work in pairs or small groups, comparing answers before checking answers as a whole class. Try to vary how you check students answers. - If spelling is important, ask students to spell the words for you to write on the board or invite students to come to the board and write the answers on the board. - lternatively, ask students to read aloud the answers. If necessary, correct any serious pronunciation problems. - t times, you may prefer to write the answers on the board yourself for students to check their own answers. - Students self-check the answers to some exercises, such as pair activities (e.g. page 31 exercise 10) and quizzes (e.g. page 21 exercise 6) by referring to the answers given in their book. Extra activities Short extra activities can be used if there is time in the lesson. These activities develop from the content of the Students Book and are intended to give a change of focus and help student motivation and concentration. Extra activities include: quick activities to start a lesson (e.g. Module 1 Unit 2 page 20) or end a lesson (e.g. Module 1 Get Ready page 17) activities developing from a reading text, e.g. Module 4 Unit 10 after Exercise 2 page 50 activities developing from a listening text, e.g. Module 4 Get Ready after Exercise 2 page 49 activities practising a grammar point (e.g. Module 2 Unit 4 after Exercise 5 page 29) and the vocabulary from the lesson (e.g. Module 1 Unit 1 after Exercise 1 page 18) Fact or Fiction? The short Fact or Fiction? texts extend the language and topics of the Units to new, real-life contexts. Students decide whether they think the information is true or false. Sometimes students can use their general knowledge (e.g. page 63 What is the minimum recorded temperature?). Sometimes students have to guess (e.g. page 21 How many instruments can the man play at the same time?). Encourage students to discuss and give reasons for their guesses. s a follow-up activity, students can write their own Fact or Fiction? puzzles for the rest of the class to answer, e.g. What is the maximum recorded temperature? (page 63). 8

9 How New Exam Challenges 1 reflects CEF New Exam Challenges 1 covers all of the descriptors of the Council of Europe Framework at 1 level (Breakthrough) except those related to work and other adult contexts (e.g. making announcements): Spoken Production.1 Can produce simple, isolated phrases about people and places. (general) Can describe him/herself, what he/she does and where he/she lives. (Module 3) Spoken Interaction.1 Can interact in a simple way but communication dependent on repetition at a slower rate of speech, rephrasing and repair. (general) Can ask and answer simple questions, initiate and respond to simple statements of immediate need or on very familiar topics. (general) Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic NS speaker. (general) Can understand questions and instructions addressed carefully and slowly to him/her. (Get Ready) Can follow short, simple directions. (Module 4) Can make introductions and use basic greeting and leavetaking expressions. (Get Ready/Module 8) Can ask how people are and react to news. (Modules 2/6) Can ask people for things and give people things. (Modules 4/7) Can handle numbers, cost and time. (Get Ready/Module 5) Can ask/answer simple questions, initiate and respond to simple statements in areas of immediate need or on familiar topics. (general) Can ask and answer simple questions about themselves and other people, where they live, people they know, things they have. (Module 2/general) Can indicate time next week, last Friday, in November, three o clock. (Get Ready/Modules 6/8) Can reply in interview to simple direct questions spoken very slowly and clearly about personal details. (general) Writing.1 Can write simple isolated phrases and sentences. (general) Can write simple phrases and sentences about themselves and imaginary people, where they live and what they do. (general) Can write a simple postcard. (Module 5) Can write numbers and dates, own name, nationality, address, age, date of birth. (Module 1: completing a form) Listening.1 Can follow speech that is slow and carefully articulated, with long pauses for him/her to assimilate meaning. (general) Can understand instructions addressed carefully and slowly to him/her. (Get Ready) Can follow, short, simple directions. (Module 4) Reading.1 Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. (general) Can understand short, simple messages on postcards. (Module 5) Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations. (general) Can get an idea of the content of simpler informational material and short descriptions especially if there is visual support. (general) Can follow short, simple written directions. (Module 4) 9

10 New Exam Challenges a nowy egzamin gimnazjalny i nowa Podstawa programowa Egzamin gimnazjalny jest wielkim stresem i wyzwaniem zarówno dla gimnazjalistów, którzy mają obowiązek do niego przystąpić, jak i dla nauczycieli, którzy ich do tego sprawdzianu przygotowują. Teraz, gdy egzamin z języka obcego nowożytnego może decydować o tym, do jakiej szkoły ponadgimnazjalnej uczeń zostanie przyjęty, staje się on nie tylko narzędziem diagnostycznym, służącym do sprawdzenia umiejętności językowych uczniów z danego rocznika, miasta czy szkoły, lecz przede wszystkim następnym testem decydującym o formie dalszego kształcenia ucznia, a więc i o jego przyszłości. Egzamin gimnazjalny odbywa się w kwietniu, a każda część egzaminu (humanistyczna, matematyczno-przyrodnicza oraz część dotycząca języka obcego nowożytnego) przeprowadzana jest innego dnia. Egzamin z języka obcego nowożytnego odbywa się jednego dnia, a każda jego część (poziom podstawowy i rozszerzony) trwa 60 minut. Przystąpienie do egzaminu jest warunkiem ukończenia gimnazjum, ale nie określa się minimalnego wyniku, jaki zdający powinien uzyskać, toteż egzaminu nie można nie zdać. Wyniki egzaminu podawane są jako wynik procentowy oraz wynik centylowy. W przygotowaniu do wszelkiego rodzaju egzaminów ważna jest oczywiście wiedza i odpowiednia podbudowa teoretyczna. Gimnazjalista musi nauczyć się wymaganych na egzaminie czasów gramatycznych i słownictwa. Każdy, kto zdawał egzaminy, wie jednak, że rzeczą absolutnie bezcenną i nie mającą sobie równych w przygotowaniu do każdego trudnego testu jest praktyka. Egzamin to bowiem sprawdzenie nie tylko wiedzy, ale także umiejętności rozwiązywania pewnych typów zadań. W zdobyciu tych umiejętności pomoże znajomość strategii egzaminacyjnych i regularne wykonywanie zadań testowych. Dlatego już od pierwszego poziomu kurs New Exam Challenges zaznajamia uczniów z zadaniami egzaminacyjnymi. Podręcznik New Exam Challenges 1 zawiera elementy egzaminacyjne przygotowujące uczniów do egzaminu gimnazjalnego na poziomie podstawowym. W następnych poziomach kursu znajdują się elementy egzaminacyjne i przykładowe zadania z poziomu podstawowego i rozszerzonego egzaminu. Spis treści Na stronach 2 4 podręcznika znajduje się rozszerzony spis treści, który w przejrzysty sposób prezentuje wszystkie wprowadzane struktury leksykalno-gramatyczne oraz tematykę tekstów i zadań. Kolorem szarym w spisie treści oznaczono sekcje egzaminacyjne Exam Challenge. Znajdują się tu informacje na temat realizowanych w danej sekcji tematów gimnazjalnych oraz ćwiczonych typów zadań. Podstawowe informacje o egzaminie gimnazjalnym Na stronie 5. zostały przedstawione podstawowe informacje o egzaminie gimnazjalnym z języka obcego na poziomie podstawowym: jego struktura, sprawdzane umiejętności oraz typowe zadania egzaminacyjne. Celem tej sekcji jest przekazanie uczniom niezbędnych informacji o teście czekającym ich pod koniec trzeciej klasy gimnazjum. Nauczyciele mogą przekazać uczniom te informacje na jednej z pierwszych lekcji w roku szkolnym lub przed rozpoczęciem pracy nad pierwszą sekcją Exam Challenge (strony 24 25). Początkowo uczniowie mogą nie znać niektórych nazw typów zadań egzaminacyjnych lub nie rozumieć ich (np. test luk sterowanych). Najlepszym sposobem na rozwianie tego typu wątpliwości będzie znalezienie i omówienie przykładu. Pomoże w tym szczegółowy opis sekcji egzaminacyjnych w spisie treści. Tematy egzaminacyjne Treści kursu New Exam Challenges są zgodne z katalogiem tematów egzaminacyjnych, co pozwala uczniom opanować słownictwo testowane na egzaminie. Tematy gimnazjalne są podane na początku każdego modułu w ramce, która zawiera również cele modułu. Każdy moduł omawia więcej niż jeden temat egzaminacyjny. Należy zaznaczyć, że jednokrotne omówienie danego tematu nie wyczerpuje całego słownictwa, które może pojawić się na egzaminie. Ze względu na spiralną strukturę kursu, poszczególne tematy egzaminacyjne pojawiać się będą w kolejnych modułach oraz na wyższych poziomach kursu. Na przykład w podręczniku New Exam Challenges 1 temat Człowiek pojawia się w module 1. (dane personalne, zainteresowania), w module 2. (wygląd zewnętrzny) i w module 3. (uczucia i emocje). 10

11 Strony Exam Challenge Nowa edycja kursu zawiera osiem sekcji Exam Challenge, które zaznajamiają gimnazjalistów ze strukturą egzaminu oraz z typowymi zadaniami egzaminacyjnymi. W podręczniku New Exam Challenges 1 każda sekcja zawiera ćwiczenia ze wszystkich czterech części egzaminu na poziomie podstawowym: czytania, słuchania, znajomości środków językowych oraz znajomości funkcji językowych. Strony Exam Challenge pojawiają się pod koniec każdego modułu w podręczniku i powinny być wykorzystane po zakończeniu pracy nad poprzedzającym je modułem, ponieważ powtarzają i sprawdzają wprowadzone w nim słownictwo, struktury i funkcje językowe. W przypadku każdego zadania egzaminacyjnego podany jest jego typ. Przy większości zadań pojawia się również ramka Exam strategies ze wskazówkami, jak rozwiązać zadanie egzaminacyjne. Uczniowie na pewno je zrozumieją, gdyż zostały napisane po polsku przystępnym językiem. Ponadto na stronach Książki nauczyciela umieszczono wiele pomocnych wskazówek dla nauczycieli: sekcje Przypomnij uczniom... zawierają dodatkowe strategie egzaminacyjne, którymi nauczyciele mogą się podzielić z uczniami; Wskazówki to krótkie ćwiczenia i/lub porady, jak pomóc uczniom, gdy mają problem z rozwiązaniem konkretnego zadania; Zadania dodatkowe to dodatkowe ćwiczenia związane z tematyką lub strukturami leksykalno-gramatycznymi występującymi w danym zadaniu często są to zadania rozwijające kompetencję komunikacyjną uczniów lub pozwalające im na nieco większą kreatywność niż typowe ćwiczenia komunikacyjne. Słownictwo i funkcje językowe obowiązujące na egzaminie Nowo wprowadzane słownictwo egzaminacyjne w podręczniku New Exam Challenges można bardzo łatwo odnaleźć: Nowe słowa pojawiają się w grupach tematycznych w ramkach Exam Words. Część z nich jest przedstawiona w formie graficznej w sekcji Exam Vocabulary (strony ). W tej części słowa zostały podzielone na kategorie, które odpowiadają podziałowi wprowadzonemu w nowej Podstawie programowej. Trzecia lekcja w każdym module zawiera ramkę Exam Expressions, w której zostają wprowadzone zwroty służące do wyrażania konkretnych funkcji językowych, np. dawanie sugestii i reagowanie na nie (strona 76). Ponadto Zeszyt ćwicze został wzbogacony o osiem stron z dodatkowymi zadaniami leksykalnymi (podzielonymi według kategorii tematycznych w słowniczku Exam Vocabulary w podręczniku), które ułatwiają powtórzenie słownictwa przed egzaminem. Przykładowe testy egzaminacyjne Test Master Multi-ROM zawiera dwa przykładowe testy egzaminacyjne. W New Exam Challenges 1 są to testy na poziomie podstawowym egzaminu. W kolejnych częściach kursu na płycie znajduje się jeden test na poziomie podstawowym i jeden na poziomie rozszerzonym. New Exam Challenges a nowa podstawa programowa Kurs New Exam Challenges realizuje cele kształcenia zdefiniowane w wymaganiach szczegółowych nowej Podstawy programowej. Podręcznik zawiera szereg elementów sprzyjających rozwojowi znajomości środków językowych i umiejętności wymienionych w Podstawie programowej. Każdy moduł podręcznika opisany jest pod względem tematów katalogowych. Podobnie słowniczek obrazkowy Exam Vocabulary zawiera słownictwo podzielone według kategorii tematycznych określonych w Podstawie programowej. Sekcje Study Corner rozwijają umiejętność samooceny, zaś lekcje cross Cultures zachęcają i przygotowują uczniów do pracy grupowej nad projektami. 11

12 Con en s Get Ready You (pp. 6 7) Exam Words: Countries Word Builder: Nationalities Grammar: to be Exam Expressions: Meeting people; The alphabet B Your Family (pp. 8 9) Exam Words: Numbers/Family/Ordinal Numbers/Months Grammar: Possessive adjectives/ s C Your Classroom (pp ) Exam Words: Classroom Objects Word Builder: Plural nouns Pronunciation: /s/, /z/ and Grammar: Prepositions of place D Your School (pp ) Exam Words: School Subjects; Telling the time Grammar: Imperatives/Object pronouns E Your Room (p. 14) Exam Words: Bedrooms/Colours Grammar: this, that, these, those F Your Photos (p.15) Exam Words: ppearance Grammar: rticles Sentence Builder: Simple sentences Unit/Page Language Skills 1 The Challenge Get Ready (pp ) Exam Words: Interests Listening: Personal information/interests Speaking: Your interests 1 Young and Talented (pp ) Exam Words: bilities Grammar: can (ability) Sentence Builder: and/but 2 Skills for Life (pp ) Word Builder: Verb noun collocations Grammar: Question words 3 The First Meeting Exam Words: Opinion djectives (pp ) Study Corner 1 (p. 26) Exam Challenge 1 2 Exercise Reading: Talented young people Pronunciation: can weak/strong Speaking: Your abilities Reading: questionnaire Listening: n interview Speaking: nswering a questionnaire Pronunciation: Questions Reading and Listening: The Challenges Story Exam Expressions: Opinions Writing: form Study Help: Vocabulary books Get Ready (p. 27) Exam Words: Sport and Exercise Listening: Exercise advice 4 Fit and Fashionable (pp ) Exam Words: ppearance and Clothes Word Builder: Compound nouns Grammar: have got/has got Sentence Builder: and 5 Top Tips (pp ) Exam Words: Food and Drink Grammar: Countable/uncountable nouns, some and any 6 t the Sports Centre (pp ) cross Cultures 1 (pp ) Study Corner 2 (p. 38) Poziom podstawowy Czytanie (p. 24) Dobieranie tekstów do zdaƒ. School clubs. Słuchanie (p. 24) Prawda/Fałsz. My home, my room and my hobbies. Dobieranie. International family. Ârodki j zykowe (p. 25) Dobieranie wyrazów do luk. My girlfriend. Test luk sterowanych. Interests and abilities. Funkcje j zykowe (p. 25) Dobieranie reakcji do nagranych wypowiedzi. Test wyboru (minidialogi). Tematy gimnazjalne: Człowiek, Dom, Szkoła, ycie rodzinne i towarzyskie, Sport Exam Challenge 2 Poziom podstawowy Reading: fashion designer Speaking: Game Reading and Listening: Sport and diet Speaking: Favourite food and drink Reading and Listening: The Challenges Story Exam Expressions: sking how things are Writing: text message Reading: National Sports Days Listening: Interviews Listen closely: Contractions Pronunciation: /s/, Speaking: Sports favourites Project: sports poster Study Help: Exam Vocabulary Czytanie (p. 34) Prawda/Fałsz. Robert Kubica. Słuchanie (p. 34) Test wyboru. Prawda/Fałsz. Shopping. Ârodki j zykowe (p. 35) Test luk sterowanych. Free running. Dobieranie wyrazów do luk. Jamie Oliver. Funkcje j zykowe (p. 35) Test wyboru (sytuacje w j zyku polskim). Dobieranie reakcji do nagranych wypowiedzi. Tematy gimnazjalne: Człowiek, ycie rodzinne i towarzyskie, ywienie, Zakupy i usługi, Sport, Elementy wiedzy o krajach angloj zycznych oraz o kraju ojczystym 12 2

13 Unit/Page Language Skills 3 Risk Get Ready (p. 39) Exam Words: Jobs/djectives Listening: Identifying jobs Speaking: Game 7 Dangerous Job (pp ) 4 Out and bout Get Ready (p. 49) Exam Words: Places Listening: Free time Speaking: Your free time 10 Free Time (pp ) Grammar: dverbs (1) Sentence Builder: Position of adverbs 11 Trip Back in Time (pp ) 5 The Weather Exam Words: Routines Grammar: Present Simple (1 and 2) Sentence Builder: Time clauses 8 Cyber Safety (pp ) Exam Words: The Internet Grammar: Present Simple (3) Sentence Builder: Expressions with every Grammar: there is/there are with some and any Word Builder: Multi-part verbs 12 Going Out (pp ) Exam Words: Places/Directions Sentence Builder: first and then cross Cultures 2 (pp ) Reading: professional jockey Pronunciation: /z/, /s/ and Speaking: Your routine Reading and Listening: Safety on the Internet Speaking: Routines 9 The dventure Park Exam Words: Feelings Sentence Builder: Reading and Listening: The Challenges Story Exam Expressions: (pp ) Verbs of preference + noun or verb + -ing Preferences Speaking: class survey Writing: report Study Corner 3 (p. 48) Study Help: Classroom Language 1 Exam Challenge 3 Poziom podstawowy Czytanie (p. 46) Dobieranie tekstów do zdaƒ. Voluntary work. Słuchanie (p. 46) Dobieranie. Interesting jobs. Test wyboru. Ârodki j zykowe (p. 47) Test luk sterowanych. Robert Pattinson. Dobieranie wyrazów do luk. Funkcje j zykowe (p. 47) Test wyboru (minidialogi). Dobieranie reakcji do nagranych wypowiedzi. Tematy gimnazjalne: Człowiek, Praca, ycie rodzinne i towarzyskie, ywienie, Kultura, Zdrowie, Elementy wiedzy o krajach angloj zycznych Reading and Listening: Teenage activities Speaking: re you an outdoor or indoor person? Reading and Listening: Jorvik Viking Centre Listening: Tourist information/ survey Speaking: Places in your area Reading and Listening: The Challenges Story Exam Expressions: sking for and giving directions Writing: note with directions Reading: School life Listening: British school day Listen closely: Unstressed words/sounds and Project: Poster Our ideal school day Study Corner 4 (p. 60) Study Help: Classroom Language 2 Exam Challenge 4 Poziom podstawowy Czytanie (p. 56) Dobieranie zdaƒ do tabliczek informacyjnych. Słuchanie (p. 56) Prawda/Fałsz. Dobieranie. Free time activities. Ârodki j zykowe (p. 57) Dobieranie wyrazów do luk. My town. Test luk sterowanych. Funkcje j zykowe (p. 57) Dobieranie reakcji do nagranych wypowiedzi. Test wyboru (sytuacje w j zyku polskim). Tematy gimnazjalne: Człowiek, Szkoła, ycie rodzinne i towarzyskie, Zakupy i usługi, Podró owanie i turystyka, Sport Get Ready (p. 61) Exam Words: The Weather Listening: Weather report Speaking: Weather in your country 13 Our Weather (pp ) Exam Words: Seasons Word Builder: Nouns/djectives Grammar: Present Continuous (1) Sentence Builder: why and because Reading: Weather updates Speaking: Identity game 14 Tornado! (pp ) Grammar: Present Continuous (2) Reading and Listening: News programme Speaking: Game Sentence Builder: Pronoun reference 15 In the Country (pp ) Word Builder: Containers Reading and Listening: The Challenges Story Exam Expressions: Shopping Writing: postcard Study Corner 5 (p. 70) Study Help: Learning words Exam Challenge 5 Poziom podstawowy Czytanie (p. 68) Test wyboru. Słuchanie (p. 68) Dobieranie. Interview with a chessplayer. Prawda/Fałsz. The weather forecast. Ârodki j zykowe (p. 69) Test luk sterowanych. Packing for a trip. Dobieranie wyrazów do luk. My favourite photo. Funkcje j zykowe (p. 69) Dobieranie reakcji do nagranych wypowiedzi. Test wyboru (minidialogi). Tematy gimnazjalne: Człowiek, Szkoła, ycie rodzinne i towarzyskie, ywienie, Zakupy i usługi, Podró owanie i turystyka, Sport, Âwiat przyrody 3 13

14 14 4 Unit/Page Language Skills 6 Expeditions Get Ready (p. 71) Exam Words: Transport Listening: Travel Speaking: Game 16 Space Station (pp ) Exam Words: Space Grammar: Reading: The International Space Station Speaking: Yesterday was/were Word Builder: -ed adjectives 17 Charity dventure (pp ) Exam Challenge 6 7 Helping Get Ready (p. 83) Exam Words: Helping Listening: Helping Speaking: questionnaire 19 nimals in Danger (pp ) 20 Change your World! (pp ) 21 Community Work (pp ) Grammar: Past Simple (2) Sentence Builder: with Grammar: Past Simple (3) Sentence Builder: then and after Listening: nimal descriptions Reading: nimals in danger Speaking: Talking about animals Reading: Local hero Speaking: Your weekend Reading and Listening: The Challenges Story Exam Expressions: Requests Writing: n Study Corner 7 (p. 92) Study Help: Classroom Language 3 8 Television Get Ready (p. 93) Exam Words: TV Programmes Listening: TV programmes Speaking: questionnaire 22 Last Week on TV (pp ) Poziom podstawowy Czytanie (p. 78) Dobieranie tekstów do zdaƒ. Holiday offers. Słuchanie (p. 78) Test wyboru. Ârodki j zykowe (p. 79) Test luk sterowanych. Towns in the past. Dobieranie wyrazów do luk. European explorers Roald mundsen. Funkcje j zykowe (p. 79) Dobieranie reakcji do nagranych wypowiedzi. Test wyboru (sytuacje w j zyku polskim). Tematy gimnazjalne: Człowiek, ycie rodzinne i towarzyskie, Zakupy i usługi, Podró owanie i turystyka, Âwiat przyrody, Elementy wiedzy o krajach angloj zycznych Exam Challenge 7 Grammar: Comparatives and superlatives Word Builder: -ed and -ing adjectives Reading: TV review Speaking: Comparing actors 23 Chat Show (pp ) Grammar: going to Reading: Chat show interview Speaking: Holiday plans Sentence Builder: Future time clauses 24 Party Time (pp ) Reading and Listening: The Challenges Story Exam Expressions: Invitations Writing: n invitation cross Cultures 4 (pp ) Exam Words: Celebrations Reading: New Year Celebrations Listening: New Year in Scotland and ustralia Listen closely: Expressions Pronunciation: Word stress Speaking: New Year at home Project: poster Festivals Study Corner 8 (p. 104) Study Help: Revising for exams Exam Challenge 8 Grammar: Past Simple (1) Poziom podstawowy Czytanie (p. 90) Dobieranie zdaƒ do tabliczek informacyjnych. Słuchanie (p. 90) Prawda/Fałsz. The Life of Pi. Dobieranie. Home duties. Ârodki j zykowe (p. 91) Dobieranie wyrazów do luk. dventurous drian. Test luk sterowanych. dam Wajrak. Funkcje j zykowe (p. 91) Test wyboru (minidialogi). Dobieranie reakcji do nagranych wypowiedzi. Tematy gimnazjalne: Człowiek, ycie rodzinne i towarzyskie, Podró owanie i turystyka, Kultura, Sport, Âwiat przyrody, Elementy wiedzy o krajach angloj zycznych oraz o kraju ojczystym Poziom podstawowy Reading and Listening: Bangkok to Brighton Pronunciation: -ed endings Speaking: Your holidays 18 The Expedition (pp ) Sentence Builder: Past time clauses Reading and Listening: The Challenges Story Exam Expressions: Suggestions Writing: short note cross Cultures 3 (pp ) Study Corner 6 (p. 82) Reading: Welcome to the UK! Listening: Interview British girl in Spain Listen closely: Intonation Pronunciation: and /ð/ Project: poster My Country Study Help: Homework Czytanie (p. 100) Test wyboru. Słuchanie (p. 100) Test wyboru. Prawda/Fałsz. Ârodki j zykowe (p. 101) Test luk sterowanych. Birthday party. Dobieranie wyrazów do luk. n to a friend. Funkcje j zykowe (p. 101) Dobieranie reakcji do nagranych wypowiedzi. Test wyboru (sytuacje w j zyku polskim). Tematy gimnazjalne: Człowiek, ycie rodzinne i towarzyskie, Zakupy i usługi, Kultura Student ctivities (p. 105) Student B ctivities (p. 106) Time Out! (pp ) Exam Vocabulary (pp ) Questionnaire answers, Fact or Fiction answers, Irregular verb list (p. 135)

15 Egzamin gimnazjalny podstawowe informacje Egzamin gimnazjalny z j zyka obcego ma obecnie dwa poziomy: podstawowy i rozszerzony. Na poziomie podstawowym sprawdzane sà wymagania okreêlone w Podstawie programowej dla poziomu III.0, natomiast na poziomie rozszerzonym wymagania okreêlone w Podstawie programowej dla poziomu III.1. Do egzaminu na poziomie podstawowym przyst pujà wszyscy uczniowie. Egzamin na poziomie rozszerzonym jest obowiàzkowy dla uczniów, którzy w gimnazjum kontynuowali nauk j zyka obcego rozpocz tà w szkole podstawowej. Pozostali uczniowie tak e mogà do niego przystàpiç, jeêli chcà sprawdziç swoje umiej tnoêci j zykowe. Podr cznik New Exam Challenges 1 przygotowuje uczniów do egzaminu na poziomie podstawowym, który składa si z czterech cz Êci: rozumienia ze słuchu, rozumienia tekstów pisanych, znajomoêci Êrodków j zykowych i znajomoêci funkcji j zykowych. Cz Êç egzaminu (poziom podstawowy) Udział w wyniku sumarycznym Rozumienie ze słuchu 30% Rozumienie tekstów pisanych 30% ZnajomoÊç Êrodków j zykowych 15% ZnajomoÊç funkcji j zykowych 25% SPRWDZNE UMIEJĘTNOŚCI POZIOM PODSTWOWY Rozumienie ze słuchu (np. czas, miejsce, sytuacj, uczestników). Rozumienie tekstów pisanych (np. nadawc, odbiorc, form tekstu). ZnajomoÊç Êrodków j zykowych Êrodków j zykowych (leksykalnych, gramatycznych, ortograficznych i fonetycznych). Zakres tematów znajduje si w Podstawie programowej. Natomiast Informator o egzaminie gimnazjalnym przeprowadzanym od roku szkolnego 2011/2012 zawiera list wymaganych zagadnieƒ gramatycznych. ZnajomoÊç funkcji j zykowych kontakty towarzyskie, stosuje formy grzecznoêciowe, uzyskuje i przekazuje proste informacje. podobieƒstwa i ró nice mi dzy j zykami). TYPOWE ZDNI EGZMINCYJNE POZIOM PODSTWOWY Rozumienie ze słuchu Zadania zamkni te oparte na krótkich, dwukrotnie odtwarzanych tekstach (np. instrukcjach, komunikatach, rozmowach): obrazków), czynnoêci do dni tygodnia), Rozumienie tekstów pisanych Zadania zamkni te oparte na krótkich tekstach (np. napisach informacyjnych, listach, ulotkach reklamowych, ogłoszeniach i krótkich tekstach narracyjnych): ZnajomoÊç Êrodków j zykowych Zadania zamkni te oparte na krótkich tekstach: ZnajomoÊç funkcji j zykowych Zadania zamkni te oparte na krótkich tekstach oraz na dwukrotnie odtwarzanych krótkich (jedno- lub dwuzdaniowych) wypowiedziach: Przedstawione powy ej informacje na temat egzaminu zostały opracowane na podstawie Informatora o egzaminie gimnazjalnym przeprowadzanym od roku szkolnego 2011/2012, przygotowanego przez Centralnà Komisj Egzaminacyjnà we współpracy z okr gowymi komisjami egzaminacyjnymi oraz Instytutem Badaƒ Edukacyjnych w Warszawie. Pełna wersja informatora jest dost pna na stronie internetowej CKE:

16 1.2 This Uni set some of the exercises for homework (e.g. Exercise 6) do the extra activities Background This lesson focuses on basic personal information (e.g. country and nationality) plus meeting people. It revises the verb to be. Warm-up Exercise 1 If you have a large world map, display it and invite students to find and point to the countries on the map. Check students pronunciation of the Exam Words and word stress. 1 Brazil 2 ustralia 3 Canada 4 China 5 Greece 6 the United Kingdom 7 the United States 8 Japan 9 Poland 10 Spain 11 Russia 12 Portugal 13 Turkey 14 rgentina 15 Italy Get Ready You 1.2 Warm-up 1 Look at the Exam Words. Match the countries with the flags Copy and complete the Word Builder with the countries and nationality adjectives. rgentinian ustralian Brazilian Canadian Chinese Greek Italian Japanese Polish Portuguese Russian Spanish Turkish British merican Reading and Listening 4 Read and listen to the dialogue. Complete the sentences with nationality adjectives. lex Hello. dam Hi. I m dam. Ewa nd my name s Ewa. What s your name? lex lex. Ewa Nice to meet you. We re new at this school. lex Me too! Where are you from? dam We re from Warsaw. lex Oh, you re 1 Polish.. Ewa Yes, and you? re you 2?? lex No, I m not. I m 3. I m. I m from Toronto. re you in Class 7? dam No, we aren t. We re in Class 5. The teacher, Mr Gerrard, is lex Ewa lex merican ustralian 4.. Oh, my teacher is Miss Lewis. She isn t ustralian. She s British 5.. Canadian Oh, time for class. See you later. Okay, bye. Exercise 2 Look at the endings of the nationality adjectives with students. Elicit one or two more pairs of countries and nationality adjectives from the class. Students then complete the Word Builder, working individually Now listen and check your answers Exercise 3 Students listen and check their answers. sk students to say pairs of country and nationality words, e.g. rgentina, rgentinian. Check pronunciation and word stress. 1.4 and audioscript 1 rgentina rgentinian, ustralia ustralian, Brazil Brazilian, Canada Canadian, Italy Italian, Russia Russian, the United States merican 2 Poland Polish, Spain Spanish, Turkey Turkish, the United Kingdom British 3 China Chinese, Japan Japanese, Portugal Portuguese 4 Greece Greek Reading and Listening Exercise 4 Grammar: to be Exercise 5 Read through the table with the class. sk two or three students to answer the Wh- Questions. sk students to look again at the dialogue in Exercise 4. Students find and read aloud sentences containing the verb to be. Extra Students work in threes, reading aloud the dialogue in Exercise 4 and taking turns to be lex, dam and Ewa. Correct any serious pronunciation errors.

17 Revision Grammar: to be 5 Look at the examples in the table. ffirmative I He/She/It You/We/They Negative I He/She/It You/We/They Yes/No Questions m Is re m (am) s (is) re (are) m not (am not) isn t (is not) aren t (are not) I he/she/it you/we/they Short Yes, I am. Yes, he/she/it is. Yes, you/we/they are. from Rome. ustralian. merican? No, I m not. No, he/she/it isn t. No, you/we/they aren t. Wh- Questions What is your name? (What s your name?) Where are you from? What nationality is she? Practice 6 Complete the sentences about the people in Exercise 4. Use is, isn t, are or aren t. 1 lex isn t merican. He s Canadian. 2 Ewa and dam aren t Russian. They Polish. 3 lex is in Class 7. Ewa and dam aren t are in Class 7. They re in Class 5. 4 Mr Gerrard s ustralian. Miss Lewis isn t ustralian. She s British. 7 Use the words to write questions. 1 is / your name? / what What s your name? 2 you / are / from the UK? 3 you / from? / are / where 4 you / a student? / are 5 are / nationality / your teachers? / what 8 Write true answers for the questions in Exercise 7. What s your name? My name s 9 Look at the Exam Expressions and complete the dialogue. Hi. B 1 Hello. My 2 name s Esin. 3 What s your name? Diego. 4 Nice to meet you. Where B 5 are you from? rgentina, and you? B I m from Istanbul, in Turkey. Your Turn 10 Invent a person and the information below. Work in pairs. ct out a dialogue like the one in Exercise Read and listen to the alphabet. Then 1.5 listen and write down five names. 1 dam 12 Spelling Quiz Work in pairs. Choose five words and test your partner. B The alphabet a Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz Spell Russia. R U double S I Correct! Your Turn Exercise 10 Check that students understand what to do. Students may find it helpful to listen again to the dialogue from Exercise 4. If necessary, write some cue words and questions on the board, e.g. Hello. My name s... What s your name? Where are you from? Students work in pairs, acting out their dialogues. Exercise 11 Check the names by asking students to write them on the board, spell them and say them. Point out the use of double R in Gerrard. and audioscript 1 My name s dam. D M. 2 My name s lex. L E X. 3 My name s Monica. M O N I C. 4 My name s Miss Lewis. L E W I S. 5 My name s Mr Gerrard. G E double R R D. Extra In turn, each student spells his or her first name. Practice Exercise 6 Exercise 7 Students write the questions on the board. Leave the questions on the board for Exercise 8. 2 re you from the UK? 3 Where are you from? 4 re you a student? 5 What nationality are your teachers? Exercise 8 Check answers by asking individuals to write their answers to the questions on the board. Students then work in pairs, asking and answering the questions from Exercise 7. (students own answers) 2 No, I m not. 3 I m from... 4 Yes, I am. 5 They re... Exercise 9 fter checking answers, students work in pairs, reading aloud the dialogue. Exercise 12 sk two students to read aloud the example dialogue. Elicit what to say if the spelling is not correct, e.g. No. / Wrong. It s (R U S S I ). Photocopiable activity 1, Teacher s Resources Multi-ROM 17

18 This Uni set some of the exercises for homework (e.g. Exercise 9) do the extra activities 1.6 B Warm-up Your Family 1 Look at the Exam Words. Write the numbers in the correct order. Then listen and check. 2 Pronunciation Look at the Word Builder. Listen to the numbers. Can you hear a) or b)? 1.7 Background This lesson looks at families and ages. The grammar focus is on possessive adjectives and s Warm-up Exercise 1 Students should cover the Word Builder in Exercise 2 before ordering the words. and audioscript one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, thirty, thirty-eight, thirty-nine, forty, fifty, sixty, sixty-three, sixtyfive, seventy, eighty, ninety, one hundred Exercise 2 b) thirty a) fourteen a) fifteen b) sixty a) seventeen a) eighteen b) ninety Extra Dictate a series of numbers ending in -teen or -ty for students to write, e.g. you say forty, students write 40. Exercise 3 Students check the meaning of the Exam Words in the Exam Vocabulary. Check that students understand how the family tree works. Exercise 4 Exercise 5 Check pronunciation of the names (e.g. Frances ) before the pair activity Exam Vocabulary page 124. Look at the Exam Words. 4 Look at the family tree. What are the relationships? 8 Kelly/Ed 9 Kelly/Vicky cousins 5 Work in pairs. sk and answer about the people in Exercise 4. How old is Maggie? B She s thirty-nine. Reading and Listening 6 Read about the people in Exercise 4. Who are they? 1 I m sixty-three and my husband is sixty-five. Our children s names are James and Frances. Frances s husband is called Leo. Their daughter s name is Vicky. Rachel Reading and Listening Exercise 6 Extra 1 Mark/Rachel husband wife 2 Maggie/Kelly mother daughter 3 Leo/Ed uncle nephew 4 James/Ed father son 5 Mark/Vicky grandfather 6 Rachel/Ed grandmother 7 Frances/Kelly aunt sister Play the recording for students to focus on pronunciation. Students then work in pairs, reading aloud the texts. Grammar: Possessive adjectives/ s Exercise 7 Students look at the table and repeat the sentences after you. granddaughter grandson niece brother Mark (65) Maggie (39) James (40) Frances (38) Leo (40) Kelly (13) Ed (14) Rachel (63) Vicky (13) 2 James is my brother. His wife s name is Maggie. She s Canadian. My niece and my daughter are both thirteen and my nephew is fourteen. Frances 3 My mum is Canadian and my dad is British. My grandparents names are Mark and Rachel. Their dog is very old about fourteen. Its name is Scoot. I m fourteen, too. Ed 4 My cousins names are Kelly and Ed. Kelly is thirteen and her brother is fourteen. Kelly is my favourite cousin. She s great. We are good friends. Vicky sk students to match the possessive adjectives in this exercise with the corresponding subject pronouns in the table for the verb to be in Exercise 5 on page 7. Extra Tell the class about one of the people in the family tree (as in Exercise 6), using possessive adjectives and possessive s. Students guess who it is. For example, My father is 65. His wife is 63. His wife s name is Rachel. Their grandson s name is Ed. He is 14. My wife s name is Maggie and my sister s name is Frances. (James)

19 Revision Grammar: Possessive adjectives/ s 7 Look at the examples in the table. Possessive adjectives My mum is Canadian. Your family is great. His wife s name is Maggie. Her brother is fourteen. Its name is Scoot. Our children s names are James and Frances. Their dog is very old. 10 dd s or s to the underlined words. 1 Rachel is Frances s mother. 2 The children s parents are from Turkey. 3 My sister s name is Kiera. 4 Our teacher s names are Miss Clarke and Mr Davies. 5 Magda s family is from Poland. 6 My friend s names are Robert and Joanna. 7 Our mother s name is Lucy. 11 Look at the Exam Words. Write the missing numbers. Then listen and check Exercise 12 and audioscript January, February, March, pril, May, June, July, ugust, September, October, November, December Possessive s Singular nouns Singular nouns with s ending Regular plural nouns Irregular plural nouns daughter s Frances s grandparents children s 8 Match the sentences with the drawings. 1 My cousin s mum is Polish. 2 My cousins mum is Polish. a b Look at the Exam Words. Order the months. Then listen and check Listening Exercise 13 udioscript end of notes Students listen to Mark, Maggie and Vicky and match the family members names to the birthdays. Practice 9 Complete the sentences with possessive adjectives. 1 I m thirteen and my brother is sixteen. 2 na and Pablo are Spanish. mother is rgentinian. 3 Magda and I are cousins. Our grandmother is seventy-one. 4 How old are you? nd how old is sister? Her Their your 5 My aunt is from London. husband is from New York. 6 He s my cousin. His father is my favourite uncle. 7 My friend s cat is great. Its name is Snowball. Listening 13 Listen to the people from the family in Exercise 4. Write the correct names with the dates Dates to Remember: 1 17th November Mark 2 3rd June 3 30th October 4 31st January Ed 5 19th September 6 1st July Kelly Vicky James Maggie Your Turn 14 Draw your family tree and write a list of birthdays. Then work in pairs. sk and answer questions about your family. What s your dad s name? B How old is he? B Marcin. He s forty-one. When s his birthday? B It s on the second of pril. 9 Your Turn Exercise 14 Students prepare a family tree and include both people s ages and birthdays. Students then work in pairs, asking and answering questions about their families. Extra Students count to ninety-nine in threes. If necessary, revise and drill numbers before students do the exercise. Either write a series of numbers on the board for students to read aloud or ask them to count from one to a hundred. Students count to ninety-nine in threes, as a whole class or individually round the class. Exercise 8 Check students understand how the position of the apostrophe changes for singular and plural. 1 Picture b) 2 Picture a) Practice Exercise 9 Exercise Exercise 11 Check students spelling and pronunciation of missing ordinal numbers. (underlined) and audioscript first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, fourteenth, fifteenth, sixteenth, seventeenth, eighteenth, nineteenth, twentieth, twenty-first, twenty-second, twenty-third, twenty-fourth, twentyfifth, twenty-sixth, twenty-seventh, twenty-eighth, twenty-ninth, thirtieth, thirty-first Exercise 13 udioscript My name s Mark. My birthday is on the 17th of November. My son s name is James. His birthday is on the 19th of September. I m Maggie and I m 39. My birthday is on the 1st of July. My son s name is Ed. His birthday is on the 3rd of June. My name s Vicky and I m 13. My birthday is on the 31st of January. My cousin, Kelly, is 13 too. Her birthday is on the 30th of October. Photocopiable activity 2, Teacher s Resources Multi-ROM 19

20 This Uni set some of the exercises for homework (e.g. Exercise 8) do the extra activities C Warm-up Your Classroom 1 Exam Vocabulary page 122. Work in pairs. Look at the Exam Words. Match them with the objects (1 21). What s number one in English? B Poster Background This lesson is about basic classroom vocabulary. There is a lexical focus on singular and plural nouns and a grammar focus on prepositions. The vocabulary here could be extended to include any useful objects in your classroom. Warm-up Exercise 1 2 wall 3 window 4 board 5 CD player 6 computer 7 door 8 plant 9 bookshelf 10 bin 11 DVD player 12 cupboard 13 dictionary 14 desk 15 ruler 16 pencil 17 pen 18 watch 19 book 20 chair 21 bag Exercise 2 Check spelling of the answers Exercise 3 Students listen to the three sounds before classifying the words. Exercise 4 fter checking answers, students listen to the recording and repeat the words. 1 desks 2 dictionaries, bookshelves, wives 3 watches 10 Exercise 5 Give students a time limit, e.g. 3 4 minutes, to write their list. Check answers by asking students to write items on the board. Check spelling and pronunciation. Extra Students close their books. Tell the class to look at ten things you point to or hold up and to write down the words, e.g. Point to: 1 a window 2 a desk 3 a chair 4 a cupboard 5 a poster Hold up: 6 three books 7 a ruler 8 a bag 9 two dictionaries 10 a pen Check answers by asking students to write the words on the board and say them. 21 Exercise 6 sk two students to read aloud the example dialogue. Check that students understand what to do. If a student makes a mistake or forgets an object or number, the game starts again. If there is time, play the game again as a whole class.

21 Revision Complete the Word Builder with plurals. 3 Pronunciation Listen to the sounds. Put the regular plurals from the Word Builder in the correct groups. 1 books 2 chairs 3 classes 4 Now listen and check. cupboards 5 What s in your classroom? Write a list. 1 computer, 15 desks, 4 posters 6 Game Work in pairs. Play this memory game. B chairs cupboards desks watches dictionaries bookshelves children four books four books and five DVD players four books and five DVD players and ten chairs Grammar: Prepositions of place 7 Look at the examples. B is in B. is next to B. B Practice is on B. B is between B and C. is under B. is in front of B. is behind B. 8 Look at the picture on page 10 again. Complete the sentences with prepositions of place. 1 The watches are on the desks. desk. 2 The bag is under the chair. 3 The bin is next to the cupboard. 4 The dictionaries are on the bookshelf. 5 The board is between the window and the cupboard. 6 The CD player is in the cupboard. 7 The window is behind the plant. 8 The plant is in front ofthe the window. Your Turn B C B B B Your Turn Exercise 9 If you wish, limit the number of yes/no questions (e.g. a maximum of ten questions) before the person gives the answer. Demonstrate the game by thinking of an object yourself for students to guess. Students then continue playing the game as a class or in groups. Extra Students think of: two words beginning with a; three words beginning with b; and four words beginning with c. Suggested answers: a aunt, pril b book, board, bag c chair, cupboard, class, country Photocopiable activity 3, Teacher s Resources Multi-ROM 9 Game Think of an object in the classroom. The others ask questions and guess the object. Is it on the wall? B No, it isn t. C Is it in the cupboard? B Yes, it is. 11 Grammar: Prepositions of place Exercise 7 Students look at the pictures and repeat the sentences after you. Check that students understand we usually use in when we can close the item e.g. a cupboard/ wardrobe and on when we can t e.g. bookshelf/wall. Extra Use objects in your classroom for students to make sentences, e.g. The pencil is in the box./the ruler is under the book. Practice Exercise 8 21

22 1.16 This Uni set some of the exercises for homework (e.g. Exercises 11 and 13) do the extra activity Background This lesson looks at school subjects and classroom instructions. You could add any of your own instructions here. It is a good idea to write key instructions on the wall to remind students. Warm-up Exercise 1 Check pronunciation and word stress when students repeat the words after the recording. b) geography c) history d) maths e) Chinese f) art g) music h) PE (physical education) i) English j) IT (information technology) Exercise 2 Encourage students to choose their favourite subjects from the Exam Words. If necessary, present vocabulary for other favourite subjects. Reading Exercise 3 Point out that the timetable uses the 24-hour clock. Do item b) three o clock with the class before students complete the exercise working individually. Check answers by asking students to write the times on the board. b) c) d) e) f) g) h) Dx 1.17 Warm-up Your School 1 Exam Vocabulary page 122. Look at the Exam Words. Match them with the pictures (a j). a science 1.16 a b c d e f g h i j 2 What are your three favourite subjects? Tell the class. My favourite subjects are maths, science and art. Reading 3 Look at the timetable. Write these times. a) half past twelve e) quarter to twelve a) f) ten to four b) three o clock g) eleven o clock c) quarter past two h) ten to ten d) five past three 4 Listen and repeat the times and days Monday Tuesday Wednesday Thursday Friday English English science Chinese maths history Chinese English maths history Break maths geography history English geography IT IT maths science English Lunch IT PE art music PE Hello science PE art music PE Exercise 4 Play the recording several times for students to listen and repeat the times and days as a whole class and individually. sk students which days are missing from the timetable (Saturday/ Sunday) and why (because it s the weekend and there s no school). Exercise 5 Students repeat the example question and answer after you before working in pairs. Point out the use of prepositions (on + day, at + time) Listening 5 Work in pairs. sk and answer questions about the timetable. B 1.18 What time is history on Wednesday? It s at eleven o clock. Listening 6 Listen to the teacher. Number her instructions in the correct order. a) 2 Open your books. b) 7 Don t stand up. c) 1 Sit down. d) 3 Look at the photos. e) 8 Don t look at your books. f) 4 Read the dialogue. g) 6 Close your books. h) 5 Write the answers in your notebook. Grammar: Imperatives 7 Look at the sentences. ffirmative Sit down. Negative Don t stand up. Exercise 6 udioscript end of notes Give students time to read the instructions before you play the recording. Grammar: Imperatives Exercise 7 Check that students understand that don t stands for do not. 22

23 Revision 1.19 Practice 8 Complete the instructions with the verbs in the box. don t speak don t write listen to read speak watch write 1 Listen to to your your teacher teacher in class. in class. Don t speak Speak Write Don t write Use your notebook. Read Watch 2 your your language in English in English lessons. lessons. 3 English English to your to your partner partner in class. in class. 4 new new words words in your in your notebook. 5 sentences in your in your Students Book. Book. 6 stories stories in English in English at home. at home. 7 DVDs DVDs in English in English at home. at home. 9 Game Listen and follow the instructions. You are out of the game when you make a mistake. 10 Work in pairs. Give and follow classroom instructions. Open your book. Reading 11 Match the sentences (1 6) with the pictures (a f). 1 Tell us the answer, please. a 2 Listen to me, please! c 3 sk her a question. f 4 Sit next to him. e 5 Get your book. Open it on page 10. b 6 Read the sentences. Write them in your notebook. a d d e b Grammar: Object pronouns 12 Complete the table with words from Exercise 11. Subject pronouns I you he she it we they you Practice Object pronouns me you him her it us them you 13 Complete the sentences with the correct object pronouns. 1 My sister s favourite subject is maths. sk her for help. 2 He s your teacher. Listen to him. 3 Read the story. Then answer questions about it. 4 We re from London. Tell us about New York. 5 I m here. Sit next to me. 6 Repeat the words and match them with the photos. 7 What s the answer? Check it on page She s a fantastic singer. Listen to her. c f Practice Exercise 13 Extra Write on the board: P H Y S I C L E D U C T I O N Students work in pairs or small groups, making as many words as they can and writing them down. dvise students to look back at the words in Lessons D in Get Ready. Check answers by asking students in turn to write their words on the board. (Example answers: pen, plant, Sunday, Tuesday, Spain, Italy, uncle, aunt, son, one, ten, nice, paint, sit, close, open.) Exercise 6 udioscript Okay, sit down and open your books, please. Right, now look at the photos on page six yes, the photos on page six. Now, read the dialogue on page six, please Okay, now write the answers in your notebook. Right, close your books, please yes, close your books. Don t stand up and don t look at your books. Don t look at your books. Now 1.19 Practice Exercise 8 Exercise 9 udioscript end of notes Exercise 10 Elicit six or seven verbs and write them on the board for students to use in affirmative and negative imperatives, e.g. open, close, stand up, sit down, write, read, look at, say. Reading Exercise Grammar: Object pronouns Exercise 12 Check that students understand the grammatical difference between subject and object pronouns by comparing two sentences such as: He is merican. sk him. Exercise 9 udioscript Open your book on page eight. Read the instructions in Exercise one. Don t close your book. Look at the window. Don t look at your book. Now look at your book. Look at the family tree. Don t say the name of the grandmother. Say the name of the grandfather. Close your book. Stand up. Don t sit down. Say your name. Sit down. Photocopiable activity 4, Teacher s Resources Multi-ROM 23

24 This Uni set some of the exercises for homework (e.g. Exercise 4) do the extra activities 1.20 E Warm-up Your Room 1 Exam Vocabulary page 121. Look at the Exam Words. Write a list of the things in your bedroom. Grammar: this, that, these, those 3 Look at the examples in the table. Singular This magazine is about music. Plural These CDs are great. Warm-up 1.20 Exercise 1 Students check the meaning of the Exam Words in the Exam Vocabulary. Encourage students to describe where things are in their bedroom, using prepositions and vocabulary from Unit C, e.g. My bed is next to/under the window. The lamp is on the desk Reading and Listening 2 Read and listen to the dialogue. What s Kim s favourite colour? Who s her favourite singer? That bed is a fantastic colour. Those pictures are new. 24 Reading and Listening 14 Kim Rani Kim Rani Kim Rani Practice nd those pictures on the wall are new. Yes, they re from my aunt in Canada. nd what s that over there in the box? Oh, that s my new CD player. These CDs are great. Misty is my favourite singer. Kim She s my favourite, too. This magazine is about music and Misty is on page 20. Take it and read it at home. Rani Great, thanks. Practice 4 Complete the sentences with this, that, these or those. 1 Pass me that CD, please. The rap CD over there. 2 Come here and look at photos. 3 That picture over there is my favourite. 4 re those your bags over there under the desk? 5 We re in Class 7. This is our classroom here. Exercise Kim This is my new room. Rani Wow, it s really different. That bed is a these Purple fantastic colour. Misty Thanks. Purple is my favourite colour. Extra Write on the board: My favourite singer/group is... In turn, students tell the class their favourite singer/group. Grammar: this, that, these, those Exercise 3 Demonstrate this/that and these/those by holding up or pointing to objects in the classroom, e.g. Look at this/ these book(s). Look at that/ those cupboard(s). Look at the pictures and read the sentences with students. sk students to hold up or point to objects in the classroom and make similar sentences, e.g. That is a picture of London. Those are English dictionaries. This is my book. These are my pencils. Your Turn 5 Work in pairs. sk and answer questions about colours in your bedroom or classroom. What colour are the walls in your room? B They re green. What colour is that door? It s brown. black brown red pink white green blue yellow orange grey purple Exercise 4 When checking answers, point out the use of over there with that/those and here with this/these. Your Turn Exercise 5 sk students to repeat the colours after you to practise pronunciation. Read the example dialogue with the class. Elicit more dialogues before students work in pairs. Extra Write on the board: What s your favourite colour? It s (blue). What colour is your bedroom? It s (red) and (black). Students work as a class or in groups, asking and answering the questions. Photocopiable activity 5, Teacher s Resources Multi-ROM

25 F Your Pho os b c Revision a d Warm-up 1 Exam Vocabulary page 118. Look at the Exam Words and find the opposites. 2 Use the Exam Words to describe the photos. Reading and Listening 3 Read and listen to the sentences (1 4). Match them with the photos (a d). 1 This is a photo of my dad and my uncle. My dad is the tall man in the photo. He s an art teacher. 2 This is a friend from school. She s in the park behind my house. 3 This is a photo of my cousin. He s a basketball player and he s the captain of the school basketball team. 4 This is my mum. She s a doctor. She s with an old lady at the hospital. This Uni set some of the exercises for homework (e.g. Exercise 6) do the extra activity Background This lesson has the first Sentence Builder. These sections help students get used to English sentence structure and create their own sentences using the patterns provided. Grammar: rticles 4 Look at the examples in the table. a, an, the My cousin is a basketball player. He s the captain of the basketball team. My dad is an art teacher. My dad is the tall man in the photo. Practice 5 Choose the correct word, a or an. 1 I m a / an English student. 2 He s a / an old friend from Scotland. 3 That s a / an Polish English dictionary. 4 You re a / an good friend! 5 My sister is a / an actress. 6 Complete the descriptions of photos with a, an or the. 1 This is a photo of my family. In the photo, we are in the kitchen of our house. 2 This is a photo of my sister with an old friend. My sister is the girl with blond hair. 3 This is a photo of my class. The tall boy is Lucas. He s an actor now. 4 In this photo, I m with a friend from school. We re in the park next to my house. 7 Look at the Sentence Builder. Use the words to write sentences my brother / student / good / at university 2 he / captain / great / of the team 3 she / singer / my favourite / from the US 4 he / student / Brazilian / from Rio 1.22 Warm-up Exercise 1 Students check the meaning of the Exam Words in the Exam Vocabulary. big/small, blond/dark, fat/thin, old/young, short/tall 15 Exercise 2 Students see how many Exam Words they can use to describe each photo Reading and Listening Exercise 3 1d) 2a) 3b) 4c) Grammar: rticles Exercise 4 Students read the sentences and repeat them after you. Check students remember when we use an. Extra Play the recording for Exercise 3 again for students to listen and repeat the descriptions. Draw students attention to the articles in the sentences. Practice Exercise 5 Exercise 6 Exercise 7 Read the sentences with students. Point out that the second sentence, He is young. (subject + verb + adjective), does not have an article. Remind students that the adjective (young) comes before the noun (boy). Check answers by asking students to write the sentences on the board. 1 My brother is a good student at university. 2 He is a great captain of the team. 3 She is my favourite singer from the US. 4 He is a Brazilian student from Rio. Photocopiable activity 6, Teacher s Resources Multi-ROM Get Ready test, Test Master Multi-ROM 25

26 1.24 Ge Ready Background This two-page spread introduces the characters of the story and gives some background about the challenge that they face participating in the FCE programme. In this initial overview of the FCE programme the lexical content is quite demanding so be prepared to support students with definitions and translations when and where necessary. The FCE programme The FCE programme referred to in the Students Book is a fictional organisation loosely based on the Scout movement and various youth award schemes. Like its reallife counterparts, the FCE programme is aimed at young people and designed to expand their horizons through new hobbies and interests. n important element of such schemes is helping people or the community while simultaneously developing personal skills. Through these activities participants develop a value system through a nonformal education experience. Exercise 1 Students check the meaning of the Exam Words in the Exam Vocabulary. Students listen and repeat the Exam Words to practise pronunciation and word stress. 16 Module 1 Talk about your abilities and interests. Read about talented young people. Listen to an interview. Complete a form. Learn about can and question words. Tematy gimnazjalne: Człowiek, ycie rodzinne i towarzyskie Emily Ryan The Challenge 1.24 Get Ready 1 Exam Vocabulary pages 120 and 131. Look at the Exam Words. 2 Look at the photos. Match the people with their interests. Ryan computers, music 3 Read the poster. Match the examples (a d) with the activities (1 4). a) Fun c) Community b) chievement d) Environment 1b Exercise 2 Exercise 3 RE YOU REDY FOR programme for students and young people: 1 Go on an expedition. 2 Start a new activity. 3 Clean up your city. 4 Help people in your area. Come and take the FCE challenge! un chievement ommunity nvironment Emily swimming Laura horse riding Jake photography Extra sk students to describe Emily, Ryan, Laura and Jake using the adjectives of appearance from Exercise 1 on page 15. 2a) 3d) 4c) Extra Elicit more examples of each activity from the class, e.g. cycling, running, playing football are examples of activity 2 (start a new activity). 26

27 Laura Running head Jake Extra Write jumbled words on the board. Students sort out the letters to spell five interests. 1 S O N F H I (fashion) 2 T O P T R E Y (pottery) 3 S H E S C (chess) 4 G I N Y C C L (cycling) 5 T H R O O G H P P Y (photography) 4 Listen to the people. Complete the cards Name: Ryan Hillier ge: thirteen 1 From: York Interests: Computers, swimming and cycling 2 Name: Emily Hillier Name: Jake Samuels ge: 5 From: York Interests: rt, 6 thirteen music and photography fourteen ge: 3 From: York Interests: Swimming and 4 singing Name: Laura Ortiz ge: 7 From: Rosario, rgentina Interests: nimals, horse riding and 8 fourteen reading Exercise 4 udioscript end of notes Before you play the recording, give students time to read through the cards to see what missing information they need to listen for. Reassure students that they do not need to understand everything the speakers say to complete the cards. If you have a large world map, show students where York (England) and Rosario (rgentina) are Listen again. re the sentences true (T) or 1.26 false (F)? 1 F Cycling is Ryan s favourite thing. 2 T Emily is in a swimming club. 3 F Jake s grandparents are from rgentina. 4 F Jake s favourite thing is photography. 5 T Laura and her family are in York for a year. 6 F Laura s favourite animals are dogs. 6 Work in pairs. sk and answer questions about your interests. What are your interests? B My interests are reading, photography and films. 17 Exercise 5 Give students time to read through the sentences before you play the recording again. Exercise 6 Help students with any new vocabulary they need to talk about their interests. Exercise 4 udioscript Hi. I m Ryan. Ryan Hillier. I m thirteen and I m from York. My sister, Emily, and I are on the FCE programme. My interests? Well, computers, swimming and cycling. But computers are my favourite things. They re fantastic! Hi there! My name s Emily Hillier. Em to my friends and family. I m fourteen and I m from York. I m on the FCE programme with my brother. He s okay, really. My interests are swimming and singing. I m in the swimming club at school. Hello. My name s Jake and I m thirteen. I m from York but my grandparents are from Jamaica. My interests are art and photography but my favourite thing is music. My dad is a music teacher and I m in a group at school. Hola, I m Laura and I m fourteen. I m from Rosario in rgentina. I m half English and half rgentinian. My dad is a student at the University of York and we are all here for a year. My interests are animals, horse riding and reading. Horses are my favourite animals. 27

28 1.27 This Uni set some of the exercises for homework (e.g. Exercise 7) do the extra activities Background This lesson is about young people and what they are capable of achieving. The specific examples in the text are invented but there are many such real people with similar talents and abilities. Warm-up Exercise 1 Students check the meaning of the Exam Words in the Exam Vocabulary Warm-up Young and Talen ed 1 Exam Vocabulary pages 120 and 131. Look at the Exam Words and circle your abilities. Reading 2 Read the text. Match the people (1 4) with the photos (a d). 3 Read the text again and answer these questions. 1 How old is Stefan? 2 Where are Carolina s pictures? 3 Where is my from? 4 Is Charlie captain of the football team? Meet Stefan, Carolina, my and Charlie. They are talented young people from different countries in the world. What can they do? a 1.28 b 1.28 Extra Mime some of the Exam Words for students to guess the ability, e.g. cook, draw, paint, play the piano, take photos. Reading Exercise 2 1c) 2a) 3d) 4b) 1 Stefan Ivanov is Russian. He is only seven years old but he can play chess. He can t speak English but he can play chess with people in the US on the Internet! He is a champion player. 3 my Liu is from China. She is nine years old and she can play three musical instruments. What can she play? The piano, the violin and the cello. She s a fantastic musician but she can t act. c 2 Carolina Soto is called Little Picasso. Her pictures are in art galleries in New York and Paris. Carolina can t draw but she can paint great pictures in different colours. 4 Charlie Harris is a disabled teenager from the UK. He can t walk but he can play basketball. Can he play tennis, too? Yes, he can! He s a fantastic player and he s captain of his basketball team. d Exercise 3 Explain or encourage students to guess the meaning of any new words in the texts. 1 seven 2 in art galleries in New York and Paris 3 China 4 No. He s captain of the basketball team. 18 Grammar: can (ability) Exercise 4 sk students to find two more examples of can in affirmative sentences (e.g. He can play chess. She can paint great pictures.), two more examples of can t in negative sentences (e.g. He can t speak English. Carolina can t draw.), one example of a question and short answer (Can he play tennis, too? Yes, he can.) and one example of a Whquestion (What can she play?) Exercise 5 Check students understand that the strong pronunciation of can ( ) is used in short affirmative answers (Yes, I can.) and at the beginning of questions (Can you paint?). Exercise 6 and audioscript a) I can sing. 2 b) Can you act? 1 c) She can t draw. 3 d) They can paint. 2 e) Yes, I can. 1 f) We can play the piano. 2 28

29 The Challenge Grammar: can (ability) Complete the table with can or can t. ffirmative I/You/He/She/It/ 1 can paint. We/They Negative I/You/He/She/It/ 2 can t walk. We/They Yes/No Questions Short Can I/you/he/ sing? Yes, I 3 can. she/it/we/ they No, I can t. Wh- Questions What 4 can I/you/he/she/it/ we/they do? 5 Pronunciation Listen to the sounds. 1 /kæn/ can 2 can 3 can t 6 Now listen to the sentences. Which sounds from Exercise 5 can you hear: 1, 2 or 3? a) 2 Practice 7 Correct the sentences about the people in Exercise 2. 1 Stefan can play the guitar. Stefan can t play the guitar. He can play chess. 2 Carolina can draw. 3 my can act. 4 Charlie can walk. 8 Use the words to write questions about the people in Exercise 2. 1 Stefan / play / can / chess Can Stefan play chess? 2 speak / can / English / Stefan 3 paint / Carolina / can / pictures 4 act / my / can 5 tennis / play / can / Charlie 9 Now answer the questions. 1 Yes, he can. 10 Pair work sk and answer questions about the people. Student ask about Jake and Emily, page 105. Student B ask about Ryan and Laura, page 106. Can Emily play the piano? B Yes, she can. paint play the piano use a computer take photos play chess ride a bike Ryan Laura Jake Emily 11 Look at the Sentence Builder. Choose one person from Exercise 10 and say a sentence about him/her. Your partner guesses who it is. B He can take photos but he can t paint. Ryan! That s right! Your Turn 12 Work in pairs. sk and answer questions about your abilities. B Can you swim? Yes, I can. Can you play chess? No, I can t. TIMEOUT! Page 107, Exercise 1 19 Do the first two or three questions and answers with the class. Students then complete the activity, working in pairs. Draw the table on the board. Check answers by asking individuals to complete the table on the board. Exercise 11 Check students understand that and joins two similar ideas, (e.g. two things a person can do) and but joins two contrasting ideas (e.g. what a person can do and what he/she can t do). sk two students to read aloud the example dialogue. Give another example for the class to guess, e.g. She can paint but she can t play the piano. (Laura) Students work in pairs, taking turns to say a sentence with and or but and guess who it is. Your Turn Exercise 12 If there is time, students change partners and repeat the activity with a different student. TIMEOUT! Page 107, Exercise 1 Extra fter checking students answers, play the recording for students to listen and repeat the sentences. Exercises 8 and 9 Check students questions before they answer them. Then ask two students to read aloud each question and answer. Photocopiable activity 7, Teacher s Resources Multi-ROM Practice Exercise 7 2 Carolina can t draw. She can paint. 3 my can t act. She can play three musical instruments. 4 Charlie can t walk. He can play basketball and tennis. 2 Can Stefan speak English? No, he can t. 3 Can Carolina paint pictures? Yes, she can. 4 Can my act? No, she can t. 5 Can Charlie play tennis? Yes, he can. Exercise 10 Divide the class into pairs. llocate each student to be Student or Student B. 29

30 30 This Uni set some of the exercises for homework (e.g. Exercise 6) do the extra activity Warm-up Extra Revise can/can t. sk students to say a sentence about one thing they can do and one thing they can t do. Remind students to use but to join their ideas and encourage them to use some of the vocabulary from earlier units. Exercise 1 Students can compare answers in pairs before checking answers as a class. Check answers by asking students to complete the table on the board. play: chess, computer games, football, the guitar, tennis ride: a bike, a horse, a motorbike use: a computer, the Internet, a mobile phone, social networking sites speak: Chinese, English, Spanish Reading Exercise 2 Read the questionnaire with the class and check that students understand any new vocabulary, e.g. a blog. Listening Exercise 3 udioscript end of notes Warm-up Skills for Life 1 Copy and complete the Word Builder with the nouns in the box. a bike chess Chinese a computer computer games English football the guitar a horse the Internet a mobile phone a motorbike the piano social networking sites Spanish tennis Reading 2 Read the questionnaire. Match the sections (1 5) with the photos (a e). un chievement ommunity nvironment Skills Questionnaire Monitor: Mel Franklin 1 Personal information What s your name? Jake Samuels How old are you? Thirteen Where are you from? York Who is your teacher? Mrs Hill 2 Computers What can you do? 3 rts a) use the Internet b) write s c) use social networking sites, e.g. Facebook What can you do? a) paint and draw b) act c) dance 4 Languages How many languages can you speak? What languages can you speak? 5 Practical d) write a blog e) make films f) play computer games d) sing e) play a musical instrument f) take photos What can you do? a) ride a bike d) use a mobile phone b) ride a motorbike e) read a map c) cook f) put up a tent Grammar: Question words Exercise 4 Exercise 5 Check that students use a falling intonation in these Wh- questions. Practice Exercise 6 c) e) b) English a) d) 1 a c b NTIONL PROOF OF GE CRD Name Jake Samuels ID ge e Place of birth York Exercise 7 Students can see how many of them got six answers right. 1 Emily, Ryan, Laura, Jake 2c) 3a) 4b) 5a) 6c) Exercise 8 Check question forms before students work in pairs (1 How many people are in your? 2 Who is? 3 Who in your class can? 4 Where is from? 5 What things are in your? 6 How old is your?) Make sure students use the plural form are in the example and in questions 4 and 5. d

31 The Challenge Listening 3 Listen to the interview with Jake. Complete the questionnaire with his answers. Grammar: Question words 4 Match the questions (1 6) with the answers (a f). 1 How old are you? 2 What can you do? c) 3 What s your name? e)f) 4 Where are you from? 5 Who is your teacher? a) 6 How many languages can you speak? b) a) Her name s Mrs Hill. b) One: English. c) I can play the guitar. d) I m thirteen. e) Jake Samuels. f) I m from York. 5 Pronunciation Listen and repeat the questions. Practice 6 Complete the questions in the quiz. The Challenge 1 Who are the students on the FCE programme? What 2 is their monitor s name? a) Millie b) Helen c) Mel How old 3 is Ryan? a) 13 b) 14 c) 15 Where 4 is Laura from? a) Portugal b) rgentina c) Spain Who 5 can ride a horse in the group? a) Laura b) Ryan c) Jake What 6 can Emily do? a) ride a horse b) play an instrument c) sing 7 Now answer the questions from the quiz. Check with a partner. Your Turn Exercise 9 Elicit two or three example questions from the class and remind students of the correct pronunciation of can and can t before they start work in pairs. If there is time, students change partners and repeat the activity with their new partner. 8 Work in pairs. sk and answer the questions. B How many people are in class? Twenty-eight. No, twenty-seven! 1 How many people? (in your English class/school/ town/country) 2 Who? (your English teacher/your head teacher/ your best friend) 3 Who in your class can? (play an instrument/sing/ paint/act/ride a horse) 4 Where from? (Ryan and Emily/your cousins/your grandparents) 5 What things? (in your bag/in your classroom/in your school) 6 How old? (your mum/ your best friend/your dad) Your Turn 9 Work in pairs. sk and answer questions from the Skills Questionnaire on page 20. Can you use Facebook? B Yes, I can. Fact or Fiction? Rory Blackwell from the UK can play 108 musical instruments at the same time. nswer on page 135. TIMEOUT! Page 107, Exercise 2 21 Fact or Fiction? Background Rory Blackwell played 108 instruments at the same time on May 29, 1989, in Dawlish, United Kingdom. Rory Blackwell is a former rock n roll musician. In 1995, he played 400 separate drums in 16.2 seconds and won the title of the world s fastest drummer. Check that students remember how to say the number 108 (a/one hundred and eight). Exercise 3 udioscript Okay, Jake. I m Mel Franklin, the monitor on the FCE programme. Can I ask you some questions? Yeah, sure. So, what s your full name? Jake Samuels. S--M-U-E-L-S. How old are you? I m thirteen. nd where are you from? I m from York. Who is your class teacher? Her name s Mrs Hill. Okay, that s section 1. Now, computers. What can you do with computers? Well, I can use a computer. nd I can use the Internet, write s and play computer games, of course. nd can you use networking sites, like Facebook? Yes, I can but I can t write a blog or make films. Okay. Now, section three, the arts. Can you paint and draw? Yes, I can. I m good at art. Great. nd can you act? Yes, I m in a theatre group at school but I can t dance or sing. nd can you play a musical instrument? Yes, the guitar and the drums. Hmm. Now, photography. Can you take photos? Yes, photography is one of my favourite things. That s great. You re very artistic! Right, languages. I can speak one language. English. Okay, the final section is practical things. What can you do? I m not very practical. But I can ride a bike, use a mobile phone and I can cook. You can cook? Fantastic! Thanks, Jake. No problem. TIMEOUT! Page 107, Exercise 2 Photocopiable activity 8, Teacher s Resources Multi-ROM 31

32 This Uni set some of the exercises for homework (e.g. Your Challenge, Exercise 2) do the extra activities Background In this episode of the story, the characters go for a meeting at their youth club to talk about the FCE programme. Emily, Ryan and Jake know each other but a newcomer arrives Laura who is from rgentina but staying for a year in York. Mel, their monitor, introduces herself and then the characters start to talk about the programme and the activities that interest them. Warm-up Extra Write on the board: Emily Jake Laura Ryan Students say what they remember about each character. Exercise 1 Encourage students to give reasons for their choice of favourite activities for the characters based on what they already know about them from Module 1. 3 Warm-up The Firs Mee ing 1 Look at the poster and the photo of Jake, Emily, Ryan and Laura. Guess their favourite activities on the programme. Reading and Listening 2 Read and listen to the dialogue. Check your 1.33 guesses from Exercise 1. Mel Hi, I m Mel. I m from FCE, an activity programme for students. Jake What s on the programme? Mel Sport, clubs, community work and a 25-kilometre expedition! Emily This programme is brilliant. What are you interested in, Jake? Jake Me? The film classes. nd you? Emily Erm, the dance club. Ryan Boring! Music s not bad but dance? Jake Okay, Ryan, here s one for you making computer games. Ryan Computer games? Cool! Emily Not again! You re mad about computers. Ryan Don t listen to my sister, Jake. She s silly! Emily nd my brother is really boring! Jake Ssh, you two! Who s that girl? Emily Laura, she s new. Ryan She s pretty. Jake She s really pretty. Emily Hey, Laura. Come and see this new activity programme. Laura Oh, hi. What activity programme? Ryan It s called FCE and I m Ryan. re you into computer games? Laura Er, no, I m not. Computers are okay but I m really into horse riding. Jake Film classes are interesting. Er, my name s Jake. Laura Hi! Well, I m interested in animals. 3 Look at the Exam Words and classify them a), b) or c). boring c 4 Write the opinion adjectives from the Exam Words. Read the dialogue again and check. Emily Ryan Laura the programme Ryan music club computer games Laura computers brilliant boring not bad cool pretty okay un chievement ommunity nvironment programme for students and young people Sports 1.34 Try a new activity Clubs/Classes dance music film classes making computer games cycling running judo diving horse riding a b c Reading and Listening Exercise 2 Jake film classes Emily dance club Ryan making computer games Laura horse riding Exercise 3 a) brilliant, cool, great, interesting, pretty b) nice, not bad, okay c) silly (pretty is usually used for people) 22 Exercise 4 Students match the opinion adjectives to the different categories in the box. Make sure they understand that the first column refers to the person speaking while the second column refers to what they are speaking about. fter checking answers, ask students what opinion adjective Jake uses for film classes (interesting). Speaking Exercise 5 sk students to repeat the questions and answers in the table after you. Pay particular attention to sentence stress. Students can write negative as well as affirmative sentences, if they wish, e.g. I m (not) into/interested in Exercise 6 Revise the third person singular of the verb to be. fter completing the activity each student tells the class two things about their partner, e.g. (Maria) is interested in photography. She isn t into chess.

33 The Challenge Speaking 5 Look at the Exam Expressions. Write six true sentences. I m mad about computer games. They re really cool. I m not very interested in art. It s boring. 6 Work in pairs. Use the Exam Expressions to talk to your partner about these things. computers chess fashion classical music films dancing photography cooking languages Your Challenge Writing: form 1 Complete the form (1 7) with answers (a g). a) Mr Walker b) fourteen c) I can use a computer. I can play the piano but I can t take photos. d) British e) I m into swimming, singing and dance. f) New City cademy g) York Who are the answers from? First name: Surname: ge: 1 fourteen Nationality: 2 City/town: 3 School: 4 Teacher: 5 Skills: 6 Interests: 7 PERSONL DETILS 2 Copy and complete the form for you. Speaking: Interview 1 Imagine you are on the FCE programme. Think of seven questions to ask new students. What s your name? Speaking: Interview Exercise 1 sk students to think what questions they need to ask in order to complete sections 1 7 on the form in Exercise 1. 1 How old are you? 2 What s your nationality? 3 Where are you from? 4 What s the name of your school? 5 Who is/what s the name of your teacher? 6 What can you do? 7 What are you into/you interested in/your interests? Exercise 2 Encourage students to use vocabulary from the first two units. Remind students to invent a new identity instead of answering about themselves. Give one or two examples if necessary, e.g. I am from (New York). I can play (two musical instruments). 2 Work in pairs. Invent a new identity. ct out the interview. What s your name? B My name s Musa. 3 Tell the class about your partner. His name s Musa. He s from Exercise 3 sk students to tell the class about their partner s new identity. Remind them to use the third person singular of the verb to be. TIMEOUT! Page 108, 40, Exercise Extra Your Challenge Writing: form Exercise 1 Give students time to read through the form (1 7) and the answers (a g). Do item 2 (Nationality) with the class. Check students understand that the information is for one of the characters and that they have to complete the First name and Surname lines once they identify him or her. Students then complete the form, working individually. First name: Emily Surname: Hillier 2 British 3 York 4 New City cademy 5 Mr Walker 6 I can use a computer. I can play the piano but I can t take photos. 7 I m into swimming, singing and dance. Exercise 2 If they wish, students can attach a photograph or drawing of themselves to their form. Tell students to listen very carefully to the new identities and decide which of the invented people is most similar to them. TIMEOUT! Page 108, Exercise 3 33

34 Exam Challenge 1 Zadanie: Dobieranie tekstów do zdaƒ Zadanie: Prawda/Fałsz Czytanie Zadanie 1 Zadanie dodatkowe 24 1 Przeczytaj oferty trzech klubów szkolnych oraz zdania dotyczàce tych ofert. Przyporzàdkuj ka demu zdaniu właêciwà ofert, wpisujàc litery (a c) w kratki (1 4). Jedna z ofert pasuje do dwóch zdaƒ. 1 c Miguel is an expert in computers and graphics programmes. 2 a lexia is interested in physics and biology. Her English is very good. 3 b Julia is mad about cycling and team games. 4 c Johann is into writing interesting stories and texts about sport. a) b) c) Exam strategies To zadanie składa si zwykle z trzech tekstów na podobny temat. Sà to np. oferty wakacyjne, opisy czasopism lub filmów. Teksty trzeba dobraç do zdaƒ, które zawierajà szczegółowe informacje. Najpierw przeczytaj zdania i podkreêl kluczowe informacje. Nast pnie przeczytaj teksty i wyszukaj w nich informacje odnoszàce si do zdaƒ. Evolution Club re you into science? Can you use a computer and read texts in English? Our club is for people who are interested in Charles Darwin, evolution, the history of our planet and Homo sapiens. Come on Wednesday, 4 p.m. and see what we do in our team! Keep Fit Club Bored with computers? re you into swimming or bikes? Can you play football or basketball? re you interested in physical education? Come to our club and become a football or basketball star! Meet PE teachers and experts on Saturdays, 9 11 a.m. 2 Usłyszysz dwukrotnie wypowiedê chłopca. Zdecyduj, które z podanych zdaƒ (1 5) sà zgodne z treêcià nagrania (T), a które nie (F). 1 F The boy isn t interested in basketball. 2 T The boy s computer isn t new. 3 F The Internet connection in the kitchen is bad. 4 T The boy is into Facebook. 5 T The main topic of the text is the boy s room Exam strategies W tym typie zadania okreêlasz na podstawie wysłuchanego tekstu, czy zdania sà prawdziwe, czy fałszywe. Zdania dotyczà przede wszystkim szczegółowych informacji. Jednak mo e pojawiç si zdanie (zwykle ostatnie), które odnosi si do całego tekstu i sprawdza umiej tnoêç okreêlania głównej myêli, kontekstu lub intencji autora wypowiedzi. JeÊli zdanie dotyczy głównej myêli, to pami taj tekst mo e poruszaç kilka tematów, ale musisz zdecydowaç, który z nich jest główny i odnosi si do całej wypowiedzi. Zadanie: Dobieranie Exam strategies To zadanie polega na znajdowaniu w tekêcie szczegółowych informacji jednego typu i dobieraniu ich do słów lub wyra eƒ z jednej kategorii (np. osób, dni tygodnia, miesi cy, pór roku). Słowa lub wyra enia, do których dobiera si informacje, zwykle sà uło one w takiej samej kolejnoêci, w jakiej wyst pujà w tekêcie. 3 Usłyszysz dwukrotnie rozmow. Przyporzàdkuj ka dej osobie jej narodowoêç, wpisujàc litery (a e) w kratki (1 4). Jedna narodowoêç nie pasuje do adnej osoby. 1 e Jim s girlfriend 2 a Jim s grandfather 3 c Jim s cousin 4 b Jim s mother a) Italian b) English c) merican d) Polish e) Spanish Słuchanie Zadanie Zapis nagrania Come in. Well this is my place. Over there, near my bed, you can see posters on the wall. That s a poster of Marcin Gortat. He s my hero! I m really into basketball, you know. Okay. This is my desk. You can see my school things here: my dictionaries, books and my computer. My computer s old but it s okay. The Internet connection isn t very good here in my room. But it s okay in the living room and in the kitchen. I m mad about social networking sites. Facebook is cool! Now, here s my collection of computer games. This is my favourite game. My dad s not into it but it s great! 1.36 Zadanie 3 Przypomnij uczniom, że wyrażenia 1 4 są ułożone w tej samej kolejności, w jakiej występują w nagraniu. Niemniej w dialogu mogą być wspomniane osoby niewymienione w treści zadania. Warto też podkreślić, że w zadaniach tego typu zawsze jest podana jedna dodatkowa odpowiedź, która nie pasuje do żadnej osoby. 34

35 Zadanie: Dobieranie wyrazów do luk Exam strategies To zadanie polega na dobieraniu wyrazów z ramki do luk w tekêcie. Sprawdzana jest przede wszystkim znajomoêç słownictwa. Słowa w ramce pojawiajà si parami. Ka demu poprawnemu wyrazowi towarzyszy niepoprawny odpowiednik, który znaczeniowo nie pasuje do luki. Zadanie: Dobieranie reakcji do nagranych wypowiedzi Exam strategies W tym typie zadania usłyszysz kilka jedno- lub dwuzdaniowych wypowiedzi (np. pytaƒ), do których nale y dobraç poprawnà reakcj. Zanim usłyszysz nagranie, przeczytaj zdania i zastanów si, na jakie pytania mogà odpowiadaç. Zadanie 5 4 Przeczytaj poni szy tekst. SpoÊród podanych w ramce wyrazów (a h) wybierz właêciwe uzupełnienie luk (1 4). Cztery wyrazy nie pasujà do adnej luki. a) play b) brilliant c) fourteen d) use e) forty f) do g) make h) boring My girlfriend Laura is from New York and she s a new student at my school. She s 1 c) years old and she s very pretty. She can 2 a) the guitar very well and 3 g) films. She s 4! b) Zadanie: Test luk sterowanych 6 Usłyszysz dwukrotnie pi ç pytaƒ. Przyporzàdkuj ka demu z nich właêciwà odpowiedê, wpisujàc litery (a f) w kratki (1 5). Jedna odpowiedê nie pasuje do adnego pytania. 1 e 2 c 3 d 4 f 5 a a) Yes, she is. b) Tina is my sister. c) Spanish and French. d) Not really. It s boring! e) Tina. She s German. f) Two. English and French Zadanie: Test wyboru (minidialogi) Exam strategies W tym zadaniu spoêród trzech opcji wybierasz brakujàcà wypowiedê jednego z rozmówców. Przeczytaj uwa nie ka de pytanie i wyobraê sobie sytuacj, w jakiej je zadano. Zanim zapoznasz si z podanymi opcjami, spróbuj samodzielnie odpowiedzieç na pytanie Funkcje językowe Zadanie 6 Exam strategies W tym zadaniu uzupełniasz luki w tekêcie, wybierajàc jednà z trzech opcji. Zadanie sprawdza głównie znajomoêç zagadnieƒ gramatycznych. Zanim zaczniesz wykonywaç zadanie, przeczytaj szybko cały tekst, aby zrozumieç jego ogólny sens. 5 Przeczytaj poni szy dialog. Uzupełnij luki (1 5), wybierajàc jednà z podanych mo liwoêci (a, b lub c), tak aby otrzymaç logiczny, spójny i poprawny j zykowo tekst. nnie 1 you interested in art? Sara Not really! I 2 paint or draw. nd you? 3 can you do? nnie I can take photos. Photography is cool! Sara I m mad 4 photography, too. Can 5 show me your photos? 1 a) Can b) Is c) re 2 a) not b) can t c) can 3 a) What b) Where c) Who 4 a) about b) in c) into 5 a) I b) you c) we 7 Przeczytaj poni sze minidialogi. Z podanych odpowiedzi (a, b i c) wybierz właêciwà wypowiedê jednej z osób. 1 X Where are your family from? Y a) Yes, they are. b) Polish. c) Warsaw. 2 X Where s my bag? Y a) Under the desk. b) It s cool! c) From the US. 3 X How many people are in your dance class? Y a) I m thirteen. b) They re brilliant! c) Thirteen. 25 Zapis nagrania 1 Who is your best friend? 2 What languages can you speak? 3 re you into rap? 4 How many languages can you speak? 5 Is your sister tall? Zapis nagrania Jane Hi, Jim. How are you? Jim Fine, thanks. nd you, Jane? Jane Great. How is your girlfriend? Jim lex? She s okay. She is in Italy now with her parents. Jane Is she Italian? Jim No, she s from Spain. But she can speak Italian. Jane Oh, I see. Have you got family in Europe or the US? Jim My grandfather is from Italy. nd my cousin Jeff he comes from the United States but he s a student at the University of London now. Jane nd what about your mother? Isn t she Polish? Jim No, my grandmother is Polish. My mum can speak Polish too but she is from England. Jane Really? My grandfather is Polish and my grandmother comes from Chicago. Środki językowe Zadanie 4 Zadanie 7 35

36 Language Check Exercises 1 and 2 Exercise 3 11 Can you draw and paint? 12 My grandma can t use a mobile phone. 13 I can write s. 14 Can your brother speak English? 15 What can they do? 16 Can she play the piano? 17 I can t ride a horse. 18 How many languages can you speak? 19 They can sing and dance. 20 He can swim but he can t ride a motorbike. (lso: He can t ride a motorbike but he can swim.) Exercises 4 and 5 Feedback Students listen to the recording to check their answers. Check spelling where necessary by asking individuals to write the answers on the board. fter checking answers to Exercise 5, students work in pairs, reading the dialogue aloud. Correct any serious pronunciation errors. Students look at the table to see which sections in the Students Book they need to look at again. Give students time in class or at home to do Language Check 1 of the Workbook/MyEnglishLab. Study Help: Vocabulary books Check that each student has a personal notebook to use as their own vocabulary book. Suggest that students have a section in their books for words about interests and hobbies. 26 S udy Corner 1 Language Check 1 Complete the names of interests. 1 Co m p u t e r g a m e s are great! 2 Ph o t o g r a p h y is very interesting. 3 Her favourite thing is h o r s e r i d i n g. 4 Ch e s s is my favourite game. 5 My interests are s w i m m i n g and music. 2 Complete the sentences. 6 She can play the piano. 7 I can ride a bike. 8 My grandad can t use the Internet. 9 They can play chess. 10 My sister can speak Chinese. Vocabulary / 10 3 Order the words in the sentences. 11 you / draw and paint? / can 12 can t / a mobile phone / my grandma / use 13 write / can / I / s 14 your brother / speak / can / English? 15 do? / they / what / can 16 the piano? / she / can / play 17 a horse / I / ride / can t 18 languages / how many / speak? / you / can 19 sing / they / and / dance / can 20 swim / but / he / can t ride / he can / a motorbike 1.38 Feedback Listen and check your answers to the Language Check. Write down your scores. Look at the table. Check where you made mistakes. Wrong answers: Look again at: 1 5 Get Ready Exam Words 6 10 Unit 2 Word Builder Unit 1 Grammar Unit 2 Grammar Unit 3 Exam Expressions Copy the topic diagram on to the board. Elicit more interests from this Module and add them to your diagram. Elicit verbs that go with the interests, (e.g. play chess/computer games) and add them to your diagram. Read the information for the word painting with students. Elicit information for another interest in the diagram, e.g. horse riding. Students work individually or in pairs, making their own diagram. They may like to choose a topic from the Get Ready sections, e.g. family, classroom. Check their diagrams and help them correct any errors. 4 Complete the questions with question words. 21 How old is your brother? He s fifteen. 22 Where is my dictionary? It s on the desk. 23 Who is your teacher? Mrs Jones. 24 How many people are in your class? Twenty-five. 25 What is her name? Her name s nnabel. Grammar / 15 5 Complete the dialogue with the words in the box. boring cool in interested into into re you 26 painting? B No, I m not. It s 27 boring! I m 28 interested in photography. re you interested 29 in films? Yes, I am. They re 30 cool. S udy Help: Vocabulary books Make topic diagrams. painting INTERESTS computer games Exam Expressions / 5 Write this information for each word. horse riding chess Word Translation Example sentence painting malowanie I m into painting. Now choose a topic and make a diagram. Then write information for each word. Students work in small groups, showing each other their diagrams and information. Module 1 test, Test Master Multi-ROM

37 Workbook 1 udioscrip Module 1 Get Ready. Exercises 2 and 3. (Track 2) nswerphone Hello. This is the office of the FCE activity programme. Please give us your name, age, interests and a phone number. Thank you. ngela Hi, my name s ngela Lazzeri you spell my second name L--Z-Z-E-R-I. I m from Milan in Italy. My dad is English but my mum is Italian. We re in York for a year. I m fifteen and my interests? Well, fashion and music of course. My phone number is Ben Hi, my name s Ben Makoto that s M--K-O-T-O. I m from Kyoto in Japan but I m at school in York now. My mum is English but my dad is Japanese. I m thirteen and my interests are computers and films. Computers are my favourite they re fantastic. My phone number is Susannah Hello, I m Susannah Clarke that s C-L--R-K-E. I m fourteen and I m from York. My interests are singing, horse riding and swimming. I think my favourite thing is horse riding it s great! Unit 1. Exercise 5. (Track 3) Josh Hi! My name s Josh and I m sixteen. I m from Manchester and I m in a theatre group. I can write stories, and I can act. I can play the guitar too but I can t sing. Listen Emma Hello, I m Emma. I m fifteen and I m from Manchester. My interests? Well, my favourite subject at school is art. I can draw and paint. nd I can take photos. I can t play chess and I can t play the guitar. ndy Hi there. I m ndy. I m from Manchester and I m thirteen. Music is my favourite thing. I can sing and I can play the guitar. I can t act but I m in a music group at my school. Unit 3. Exercise 4. (Track 4) Leo Here s the list of students on the FCE programme. Mel Thanks, Leo. Can you tell me about their interests? Leo Okay. Well, I m into music. I can play the guitar. Mel Okay, and Helen? Leo Helen? Oh, yes. She s interested in painting and drawing. Mel Right, and is David into art, too? Leo No, he s interested in animals. Mel Uh-huh. nd what is Rani interested in? Leo Oh, photos. She can take fantastic photos. Mel Good. nd sport? Who is interested in sport? Leo Well, Sarah is really into tennis, but her brother James isn t. He s interested in fashion. Mel Right, Sarah is interested in tennis and James is into fashion. Thanks, Leo. Leo That s okay. Module 2 Get Ready. Exercise 3. (Track 5) One SFX TENNIS Two SFX SWIMMING Three SFX BSKETBLL Four SFX RUNNING Five SFX CYCLING Six SFX SKTEBORDING Get Ready. Exercise 4. (Track 6) Kelly Hi. I m Kelly and I m fourteen. Don t sit and watch TV all day do some exercise or play a sport. It s good fun. I m really into sport and exercise. I can swim and I can run. I m not into dance. It s really boring. My favourite sport is football! I m the captain of the girls football team at my youth club. Unit 6. Exercise 2. (Track 7) Tim Hi, Linda. Linda Oh, hi, Tim. Tim How are things? Linda Not bad, but I m really tired. Tim Tired? Linda Yes, my lessons at school are hard work. My classes at the youth club are really difficult, too. Tim re you in the judo class at the youth club? Linda No, I m not. I m in the gymnastics and running classes that s ninety minutes of exercise every day. Tim Wow! That is hard work. Linda Mm, but how are things with you? Tim Great. My new school is fantastic. I ve got a lot of new friends. Linda nd how are your lessons? Tim They re really interesting and the teachers are really nice. I m in the school football team, too. We ve got a match on Saturday. Linda Oh! Well, here s some advice: drink a lot of water during the match but don t eat fruit. Tim Okay, thanks for the advice. See you soon, Linda. Linda Yes, see you. Module 3 Get Ready. Exercise 4. (Track 8) Host Hello and welcome to What s my job? Here are four people with different jobs. Can you guess them? One Hello. My name s nn. My job? Well, it isn t very dangerous. It s very interesting and it s sometimes difficult. Important things in my job are books, computers and children, of course. Two Hi. I m Joe. My job is dangerous, but it s also very interesting. It s good to help people. Important things in my job? Well, the people in my team. very important thing is water. Three Hello, my name s Helena. My job is great. It s very safe. For me it s easy and it s never boring. Important things clothes, clothes and more clothes. Four Hello, everyone. My name s Frank. My job is interesting but it s also difficult sometimes. It s hard work when we ve got a lot of people. The important things in my job are food and drinks. Host Okay. So, what are their jobs? Number 1 Unit 9. Exercise 4. (Track 9) One Ben Go on, Jane. Don t be nervous. It s great. Jane But it s very high up here and I m scared. Ben Just close your eyes and jump. It s fine. Jane No, I don t like being up here. I want to come down. Two Eddie We ve got a new adventure park in town. Do you want to go? Liz Erm, sorry but I hate heights, so I don t really want to go there. I prefer skateboarding. Can we go to the skatepark? Eddie Er, I m not really into skateboarding. I like swimming. What about the water park? It s got a brilliant water slide. Three Dan Hi, Kelly. Kelly Oh, hi, Uncle Dan. Dan You don t look very happy. How are things? Kelly Okay, but it s the first day at my new school today. Dan Don t be sad, Kelly. Going to a new school is exciting. Four dam Bye, Mum. Mum Wait a second. You haven t got your helmet on. dam Don t worry, it s fine. I wear a helmet for skateboarding but cycling isn t dangerous. Mum No, you need a helmet for your bike. The roads are very busy in town. dam Mum! Mum Put it on. Or come with me in the car. dam Okay. Module 4 Get Ready. Exercise 3. (Track 10) Hannah It s my birthday on Friday. My friends want to go to the ice rink, but I can t skate. I m scared to go on the ice. I want to go to the bowling alley but my sister hates bowling. Tom Today is Saturday. My friends want to go to the shopping centre but I m not into shopping. I want to go to the cinema to see the new Iron Man film. I love Robert Downey Jr. Sarah I m bored. My brother is at the amusement park but I don t like it there. I m scared of heights. I want to go to the new water park with my friends. It looks fantastic. Unit 10. Exercise 5. (Track 11) Rachel Hello. I m Rachel and I m thirteen. I like different activities but my favourite thing is sport. I play sport for about half of my free time that s tennis, basketball and swimming. The other half of my time? Well, I sometimes watch TV and I sometimes surf the Internet. You can find lot of interesting information online. But I never read magazines they re boring! Tim Hi, my name s Tim and I m fourteen. I m really into music. I usually listen to CDs or my MP3 player in the evening. My favourite music is rap. I ve got a guitar but I hardly ever play it. nd I never sing. I ve got a terrible voice! I sometimes go to music shops with my friends at the weekends. Martin Hiya. I m Martin and I m fourteen. Well, I m different from other teenagers. I never watch TV and I never hang out with people from school. My favourite thing is reading and writing. I usually read books in my free time after school and at weekends. I sometimes write stories and poems. I don t mind watching DVDs at home but I hardly ever go to the cinema. Unit 12. Exercise 4. (Track 12) One Lucy Excuse me. Can you tell me how to get to the tourist office, please? Passer-by Sure. Go out of the shopping centre and turn right. Go down the High Street and turn left into Park Street. Lucy Left into Park Street? 139

38 140 Passer-by Yes, that s right. The tourist office is on the right opposite the cinema. Lucy Thanks a lot. Two William Excuse me. Can you tell me how to get to the car park, please? Passer-by Yeah, sure. Go out of the shopping centre and cross the High Street. Go down Palace Road, turn left and then turn right into Lake Street. William Turn left and then right into Lake Street? Passer-by That s right. The car park is on the corner on the left. William Thanks a lot. Three Rachel Excuse me. Can you tell me how to get to the railway station, please? Passer-by Sure. Go out of the shopping centre and turn left. Then turn left down the first street. Rachel Clarke Street? Passer-by Yes no, sorry New Street. Cross King s Square and then go past the bank. The station is under the railway bridge. You can t miss it. Rachel Thanks a lot. Reading Corner 2. Exercise 3. (Track 13) There is a young girl they call Rose Who has got a very long nose She can t see her feet When she walks down the street nd she often has very cold toes. Reading Corner 2. Exercise 5. (Track 14) There is a young student called Brett nd a huge dinosaur is his pet It s got very sharp teeth But it s ever so sweet nd it doesn t like seeing the vet. Reading Corner 2. Exercise 7. (Track 15) There is a young student called Daisy Her friends all think she is crazy She spends all day in bed Eating chocolate and bread nd then says, I m not really lazy! Reading Corner 2. Exercise 9. (Track 16) There is a new robot called WorkMate Who likes doing things that you just hate He does homework and tests So that you have a rest nd go out and about with your classmates. Reading Corner 2. Exercise 11. (Track 17) There is a young lady from Rome Who is hardly ever at home She skateboards in the park nd goes swimming in the dark nd she never remembers her comb. Module 5 Get Ready. Exercise 3. (Track 18) Jane Hi, Sam. It s really snowy here in Manchester. Is it the same in London? Sam No, it isn t snowy in London but it s very foggy. It s really difficult to drive or ride a bike. nnouncer We have some important weather information for you. The weather in the Midlands and Birmingham is very wet. The roads are dangerous so please don t drive your car if possible. That s very wet weather in the Birmingham area. nd now back to ndy Oh, I hate this weather. Why is it always cold in Scotland? I ve got a jacket and a coat today. Penny I know. In Wales today, it s sunny. My friend is there on holiday. ndy Sunny in Wales! We never see the sun here. Unit 13. Exercise 4. (Track 19) One Boy 1 To me! Boy 2 Pass me the ball! Two Man Some chicken and some vegetables. Lovely! Three Young Girl Oh! This water is cold! Four Girl Let s go down this road. Five Woman Liz! Dinner! Girl I m in the bathroom! Six Boy 1 Listen to this. Boy 2 That s cool. Seven Girl One, two, three, turn. Unit 15. Exercise 4. (Track 20) One Customer Hi. Shop assistant Hello. Can I help you? Customer Yes. I d like some stamps for postcards, please. Shop assistant Certainly. How many would you like? Customer Four, please. How much are they? Shop assistant They re 45p each, so that s one pound eighty, please. Two Shop assistant Hello, can I help you? Customer Yes, can I have these postcards, please? Shop assistant That s two pounds twenty, please. Customer Oh, and I d like a five-pound phone card, too. Shop assistant Here you are. That s seven pounds twenty, please. Customer Thanks very much. Three Customer Hi. I d like two packets of peanuts, please. Shop assistant Certainly. That s one pound fifty, please. Customer No, sorry! Can I have one packet of peanuts and one packet of crisps? Shop assistant Yes, here you are. That s one pound twenty-five, please. Customer Thanks a lot. Bye. Four Shop assistant Good afternoon. Can I help you? Customer Yes. Can I have these magazines, please? Shop assistant Certainly. Customer nd have you got any orange juice? Shop assistant Yes, we ve got bottles and cartons. Customer I d like three cartons, please. Shop assistant Here you are. Okay, that s eleven pounds eighty. No sorry, eleven pounds ninety. Customer Eleven pounds ninety. Thanks. Module 6 Get Ready. Exercise 3. (Track 21) One my We go to London a lot. Both my mum and dad have a car but I like travelling by train. You can walk around, eat lunch, and play games. Modern trains are really fast, too. Two Joe We go on holiday to the US every year. We get a bus to the airport. That s really boring but I love travelling by plane. You can be in Florida in just eight hours! Three Daniel People think I m crazy but I m into walking. When you travel by car or train you don t see anything. But when you go on foot, you find lots of interesting places. Unit 18. Exercise 3. (Track 22) Sally Leo, the expedition is on Sunday. Let s make a list of equipment to take with us. Leo Okay, Sally. That s a good idea. Sally Right, I ve got a big tent, so I can take that. Leo nd I ve got a compass. Sally Great! Have you got a torch, too, Leo? Leo No, I haven t but let s ask nne. She s got a really good torch. Sally Good. So, I take the tent, you take the compass and nne takes the torch. Now, what else? Leo What about sun cream? Sally Erm, I don t think we need sun cream in November! Leo Okay, but we need a map. Hasn t Jim got one? Sally No, but he s got some great cooking equipment. That will be useful. Leo Okay. We used Sue s map last time, so we can ask to borrow it again. Sally Right, let s do that. So, Jim takes the cooking equipment and Sue the map. Leo Great! I m really excited about the expedition Module 7 Get Ready. Exercise 2. (Track 23) One Emma I don t need the computer now, Mum. Mum Well, turn it off, please, Emma. It s important to save electricity. Two Joe I m changing the batteries in the torch. Where s the bin? Tim No, Joe. Don t put them in the bin. You can recycle batteries. Three Dad Sally? Sally Yes? I m brushing my teeth. Dad Turn the tap off, please. We re trying to save water. Sally Okay, Dad. Four Mr O Connell Hello, Eddie. Eddie Hi, Mr O Connell. That bag looks heavy. Can I carry it for you? Mr O Connell That s kind of you, Eddie. Thanks. Five Kelly That dog is very hot. Can I give it some water, Mum? Mum Yes, Kelly. That s a good idea.

39 Six Greg Bye, Sir. Teacher Wait a second, Greg. Greg Sir? Teacher What do we do at the end of a class to save electricity? Greg Oh, yes, I forgot. Teacher That s it, well done. See you tomorrow. Unit 21. Exercise 3. (Track 24) One Mum Jane, can you help me with the dishes, please? Jane Sure, Mum, no problem. Mum Thanks. Please wash the breakfast things. Two Jim Can I have a packet of crisps, please? Paula Sorry, Jim. There aren t any crisps, but there are some biscuits in the kitchen. Jim Great! Do you want a biscuit, Paula? Paula Mm. Thanks. Three Kelly Dave, can I use your skateboard? Dave No, I m sorry, Kelly, you can t. It s broken. Kelly Oh, no. I want to try the new skatepark. Dave Why don t you ask Ian? He s got a skateboard. Four Teacher Rachel. Can you help me with these books? They re very heavy. Rachel Yes, Miss. Where do I put them? Teacher Put them in the cupboard under the board, please. Rachel Is that okay, Miss? Teacher Yes, that s great, Rachel, thanks. Five Dad Liz, Mr Harris from number 12 isn t well. Can you go shopping for him? Liz Okay, Dad. No problem. Dad Here s a shopping list. Go to the shops and then take the food to Mr Harris s house. Liz Sure. See you later. Six Vicky Paul, can you pass me that Spanish book? I want to check something. Paul Sure, Vicky, here you are. Vicky Oh, sorry. This isn t right. I need Level 2. Can I have your book for a second? Paul Sorry, but I m using it. I need to finish this exercise. Vicky Don t worry. I can ask the teacher. Module 8 Get Ready. Exercise 2. (Track 25) Interviewer So Fiona and Mike, you are brother and sister? Fiona/Mike Yes/That s right. Fiona But we have different opinions about TV. Interviewer Okay. So, Fiona, how many hours of TV do you watch a day? Fiona I watch about an hour and a half, I think. Interviewer nd you Mike? Mike I watch about three hours a day. Fiona Yes, Mike is a TV addict! Interviewer nd have you got a TV in your bedrooms? Mike No, we haven t. Fiona We ve just got one TV, in our living room. Interviewer Okay, so no TV in your bedrooms. Now, what are your favourite kinds of programmes? Mike, you first. Mike I love reality shows. The people are really funny. I also like cartoons. Interviewer Fiona, do you like reality shows and cartoons, too? Fiona No, I don t. I like chat shows and films. I want to be an actress. Interviewer Chat shows and films. That s interesting. Okay, last question: What kind of programmes do you never watch? Fiona? Fiona I hate soaps and sports programmes. Interviewer nd you, Mike? Mike I don t like documentaries or game shows. They re really boring. Interviewer Okay, no soaps, sports programmes, documentaries or game shows in your house. Unit 22. Exercise 4. (Track 26) Eve I can t wait to get our new TV. Mum and dad like these two: the V1 and the HDZ. What do you think? Will The V1 is a bit small the screen is only 82cm, but the HDZ is 101cm. It s bigger and better for watching films. Eve That s true, but the colour on the V1 is brilliant. It s just like real life. The colour on the HDZ is good but not brilliant. Will What about the sound on the two TVs? Eve Well, the review says the sound on the V1 isn t bad but on the HDZ it s excellent. ll the dialogue and music is very clear. Will Oh, cool. Sound is important. Eve Mmm. But look, it says here that the V1 is very easy to use. Will nd the HDZ? Eve Erm, no, it s very complicated. Lots of people had problems learning how to use it. Will Oh, that s not very good. What about the price? How much is the V1? Eve It s 649. Will nd the HDZ? Eve The HDZ is 799. Will So, the HDZ is more expensive. Eve Yes, and I m not sure it s better. Which TV do you prefer? Unit 23. Exercise 2. (Track 27) Interviewer Please welcome the actors from the funniest sitcom of the year Josh, Maya, Rob and dele! Okay, the first series of Best of Friends is finished, so what are your plans now? Josh? Josh Well, first, I m going to go on holiday. cting is great fun, but it s also hard work. My girlfriend and I are going to go to Jamaica in ugust. We re going to go to the beach every day and just relax. nd after that, I m going to be at home in London. Interviewer Well, enjoy your holiday. nd what about you, Maya? Maya Er, I m not going to go on holiday. I m going to spend time with my family. Life is very busy and I don t see my mum and dad much. I m going to stay with them for a month. nd then, in September, I m going to take my driving test. Interviewer Really? Maya I know, it s crazy but I failed my last test, so I m going to try again. Interviewer Well, good luck with that! Now, Rob? Rob Well, dele and I are going to be together this summer. Interviewer Oh, yes? re you going to give us some romantic news? Rob No, nothing like that. We re going to go abroad but not for a holiday. We re going to work in a small village in Peru. The people there need help with education. dele Yes, we re going to help them build a school. nd we re also going to help the teachers and students with their English. Interviewer That s amazing. Please come back and tell us all about it. Now, what about Unit 24. Exercise 3. (Track 28) Part 1 Leo Mum, I m going to design my party invitations on the computer. Mum Okay, Leo. Leo Okay, let s start. Please come to Leo s thirteenth birthday party on Saturday the fifteenth May at the dventures Youth Club. Erm, how do you spell adventures? -D-V-E-N-T-U-R-E-S. The party starts at half past seven to eleven o clock. Please bring some hip hop and rap CDs. Okay, I need to just check the details Unit 24. Exercise 4. (Track 29) Part 2 One Leo Hello? Joe Hi, Leo. It s Joe. Thanks for the invitation to your party. I d love to come. Leo Okay, great. See you on Saturday. Two nswerphone Please leave a message after the tone. Milly This is a message for Leo from Milly. Thank you for your invitation, but I m sorry I can t come. I m going on holiday on the fifteenth. Have a great party and happy birthday. See you soon. Three Eddie Hello, is Leo there? Leo Hi, Eddie, it s Leo here. Eddie Oh, hi. I m calling about your party. I m sorry I can t come because I m going to a football match with my dad. Leo Okay, no problem. Eddie Enjoy the party. Leo Yes, thanks, and you have fun at the match. Four Leo Hello? Helen Hi Leo. It s Helen. I m really excited about your party. Thanks for the invitation. Leo That s okay. Can you come? Helen Oh, sorry, yes, I d love to. Leo Great. Don t forget to bring your CDs. Helen Okay, no problem. Five nswerphone Please leave a message after the tone. Paul Hi Leo, this is Paul. Thanks for the invitation to the party. I d love to come. Can I bring my cousin, too? He s really good fun and he can bring some good CDs. See you soon. 141

40 New Exam Challenges 1 Class evaluation shee KEY yes with difficulty no Student can talk about his/her abilities and interests. understand a text about talented young people. understand a recorded interview. complete a form. use can and question words. do exam tasks in the Exam Challenge section. talk about exercise, food, appearance. understand a text about fashion in sport. understand recorded sports advice. write a text message. use have got and countable/uncountable nouns with some/any. do exam tasks in the Exam Challenge section. talk about jobs, routines and likes/dislikes. understand a text about a risky job. understand a recorded survey about safety on the Internet. write a short report. use the Present Simple. do exam tasks in the Exam Challenge section. talk about places and free time, and give directions. understand a text about where teenagers go, and a text about a place to visit. understand a recorded survey. write a note with directions. use adverbs of frequency, there is/there are, some and any. do exam tasks in the Exam Challenge section. Student s name Module 1 Module 2 Module 3 Module PHOTOCOPIBLE 2011 Pearson ELT

41 New Exam Challenges 1 Class evaluation shee KEY yes with difficulty no Student can talk about the weather; use shopping expressions. understand a text about the weather and tornadoes. understand a recorded weather report and the news. write a postcard. use the Present Continuous. do exam tasks in the Exam Challenge section. talk about travel; make suggestions. understand a text about a space mission and a text about an adventure. understand a recorded travel survey. write a short note. use the Past Simple (was/were, regular verbs). do exam tasks in the Exam Challenge section. talk about helping; make requests. understand a text about animals in danger and a text about young helpers. understand a recorded description of animals in danger. write an . use the Past Simple (irregular verbs). do exam tasks in the Exam Challenge section. talk about TV and film stars. understand texts a TV review and an interview with an actress. understand recorded fragments of TV programmes. write an invitation. use comparatives and superlatives, and going to. do exam tasks in the Exam Challenge section. Student s name Module 5 Module 6 Module 7 Module 8 PHOTOCOPIBLE 2011 Pearson ELT 143

42 144 Original edition: Pearson Education Limited 2012 This edition: Pearson Central Europe Sp. z o.o. ul. Jana Olbrachta 94, Warszawa Pearson Central Europe Sp. z o.o Published by arrangement with Pearson Education Limited. ll rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holders. Photocopying: The Publisher grants permission for the photocopying of those pages marked photocopiable according to the following conditions. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale. The right of Patricia Mugglestone and Bartosz Michałowski to be identified as authors of this work has been asserted by them in accordance with the Copyright, Designs and Patents ct, First published 2011 Set in Ocean Sans Printed in Poland ISBN: Inlaid pages New Exam Challenges Students Book 1 The right of Michael Harris, manda Maris, David Mower and nna Sikorzyńska to be identified as authors of this Work has been asserted by them in accordance with the Copyright, Designs and Patents ct First published 2011 Set in Ocean Sans ISBN Illustrated by: drian Barclay 12, 22, 26, 48(r), , 113(b), 120, 131, ; Judy Brown 63, 92, 107(t), 112, 116, ; Kath Hextall 78; Janos Janter ; leksandra Kajewska 34, 46, 100; Red Jelly 54; lan Rowe 9(m), 10(m), 13(b), 14, 21, 24, 29, 38, 48(l), 51(bl), 65, 82(tl), 95, 105(b), 106(b), 118, 119(b), 121, 123, 124(b), 125; Debbie Ryder 61, 74 75(b), 107(b), 117, 134; Martin Sanders ; Lucy Truman 108, 113(m), 119(t), 124(t). uthors acknowledgements The publishers would like to thank nna Badetko for reviewing the material and helping us to ensure this book reflects the requirements of the new gymnasium exam. The authors and publishers would like to thank the following teachers for their help in the development of this course: Clement chu, Małgorzata ndryszak, Ewa Banasiewicz-Jagodzińska, Urszula Bauman, Joanna Bączek, Franca Barnabei, gnieszka Bojanowska, Kamila Broma-Malinowska, Maria Chromczak, Maria Cielecka, Daniela Cova, Donata Cucchiara, Małgorzata Czaplejewicz-Kołodzińska, Manuela De ngelis, Kamila Derkacz, Emilia Dopierała, Magdalena Dyzert, Bożena Dźwigała, Daniela Euli, neta Furmańska, Magdalena Gaczyńska, Ewa Gałązka, gnieszka Gatz, nna Glądała-Szklarska, Weronika Gola, Katarzyna Grzywna, Elisabetta Guidotti, Katarzyna Hejduk, Magdalena Hornung-Halicka, Beata Jankowska, Tatiana Jankowska, nna Jasińska, Iwona Jaworowska, gnieszka Kałkowska, leksandra Kapitan- Kmiecikowska, Ewa Kazimierczak, nna Kaźmierczak, nna Kęczkowska- Chikha, Małgorzata Kiersnowska, Mirosława Kińska, gnieszka Kobus, Beata Kołaczyńska, Bogusława Krajewska, Iza Krojenka, Izabela Kwiatkowska, gata Latuszek, Ewa Lewandowska, Katarzyna Liciecka, Izabela Lipińska, Małgorzata Lombarowicz, Kamila Madziarska, Susanna Magnani, Małgorzata Makowiecka, Mirella Marengo, Hanna Maślanka, Monika Matuszczak, Patryk Mazurek, Delia Melchioni, Margherita Merola, Barbara Michałek, Emilia Mikołajczuk, Małgorzata Mrozowska, Silvana Muzzatti, Joanna Ogrodzka, Barbara Owczarek, Marlena Piekarska, Jolanta Piotrowska, Iza Pogorzelska, Joanna Polak-Walczak, Katarzyna Possart, ntonella Pozzi, Teresa Pouncey, Wanda Przybyszewska, Monika Rakowska, Susanna Ricciuti, Monika Rybicka, Weronika Sarwa, Małgorzata Skusa, Laura Strappa, Barbara Szostak, Beata Szostak, Beata Szwajka, Beata Ścibior, Paola Tosciri, Laura Volontieri, Izabela Weber-Sobiech, gnieszka Weydmann, Janina Wilczyńska, Marek Zarembski. cknowledgements We are grateful to the following for permission to reproduce copyright material: Extract Module 3 adapted from Go pe! Tree Top dventure, co.uk, copyright Go pe!; Extract Module 4 adapted from Jorvik Viking Centre, reproduced by permission; Extract Module 6 adapted from Tuk-Tuk to the Road: Two Girls, Three Wheels, 12,500 Miles, The Friday Project (Bolingbroke-Kent,. and Huxster, J. 2007) copyright 2007 ntonia Bolingbroke-Kent and Jo Huxster, reproduced by permission of HarperCollins Publishers Ltd. In some instances we have been unable to trace the owners of copyright material, and we would appreciate any information that would enable us to do so. Photo acknowledgements The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) ction Plus Sports Images: Leo Mason 94tl; lamy Images: Bill Bachman 58br, Kevin Britland 84 (Eagle), Mick Broughton 83 (a), Buzz Pictures 27tl, DBURKE 62r/2, Geoff du Feu 80r, Martin Harvey 71 (a), icpix_hk 102t, Oote Boe Photography 57, Simon Price 36c, John Rendle NZ 62r/1, lex Segre 87/5, Tetra Images 62l/2, 68,. T. Willett 64l; rdea: John Daniels 84 (Tiger); Gareth Boden: 6, 16l, 16r, 17l, 17r, 19, 22, 32-33, 33tl, 33r, 44, 45, 54t, 54-55, 55, 66-67, 67r, 76-77, 77, 88-89, 89bl, 98-99, 108; Corbis: 27cr, DLILLC 84 (Rhino), Steven Kazlowski / Science Faction 84 (Polar bear), moodboard 94tr, Tim Pannell 83 (b), Jose Luis Pelaez, Inc. / Blend Images 62l/4, Radius Images 18tl, Denis Scott 84 (Whale), jay Verma / Reuters 102b, Staffan Widstrand 71 (b); Mary Evans Picture Library: 79; Fotolia.com: Paul Cowan 37cl, Lord Hudson 37tr, jonnysek 30 (Fish), Tracey Kimmeskamp 36tl, Odina 87/4, TheFinalMiracle 36tr; Getty Images: FP 71 (c), 83 (d), FP / Kenneth Paulsson 103, ChinaFotoPress 28cl, Kevork Djansezian 28bl, Eco Images / Universal Images Group 83 (c), Gallo Images / Danita Delimont 84 (Panda), Iconica / drian Weinbrecht 81tl, Jupiterimages 101, John Li 90, Kevin Mazur for Conde Nast 28tl, NS / National Geographic 72, National Geographic / Roy Toft 84 (Sloth), Photographer s Choice / Paul Oomen 84 (Gorilla), Photonica / White Packert 49 (d), Rise / Jenny cheson 80bl, John Sleezer / Kansas City Star / MCT 37b, Stone+ / Lisa Limer 62r/4, Taxi / Thomas Barwick 15tr, Workbook Stock / Bill Stormont 39r; The Gleaner Company Limited: 36bl; istockphoto: aabejon 50, shrafov 30 (Chicken), FineCollection 61 (a), Johnny Greig 25, Ilbusca 37cr, jonpic 20 (a), Maxian 86/2, Tom Nulens 36cr, Rhoberazzi 18br, Tolgakolcak 37tl, Xyno 36cl; JORVIK Viking Centre: 52 (a), 52 (b), 52 (c), 52 (d), 52tl; Kobal Collection Ltd: Twentieth Century-Fox Film Corporation 94bl; Masterfile UK Ltd: rtiga Photo 15tc, Ron Fehling 49 (a); Panos Pictures: Giacomo Pirozzi 58bl; Pearson Education Ltd: 61 (b), 49 (b); Photolibrary. com: 39c, Curtis Strauss 8 (Rachel), Iconotex / Thierry Lauzun 62r/3, Imagesource 18tr, 64tr, Ingram Publishing 27br, OSF / Gerard Soury 84 (Dolphin), Radius Images 69, Superstock / Herbert S House - Lank 39l, Superstock, Inc. 81tr, Ken Usami 36br, White / Chris Whitehead 86/3; Press ssociation Images: P / Nick de la Torre 49 (c), P / Rick Wilson 61 (c), Matt Crossick / EMPICS Entertainment 28r, East News / FOTONOV / Wierzejski 91, P rchive / Gareth Fuller 74; PunchStock: Brand X Pictures 56, Stockbyte 15tl; Rex Features: Nicholas Bailey 86/1, Stewart Cook 47, ndre Csillag 93tl, Nils Jorgensen 35, Lehtikuva OY 34, NBCUPHOTOBNK 93cl, Paramount / Everett 93cr, Startraks Photo 96, WestEnd61 27cl; Shutterstock. com: Cameramannz 30 (Milk), Kirill P 80tl, scyther5 20 (c); Linda Storey: 116; Thinkstock: 31 (Biscuits), BananaStock 8 (James), Comstock Images 8 (Mark), Digital Vision 86, Digital Vision / nthony Ong 62l/1, Hemera 30 (Beans), 30 (Cheese), 30 (Cola), 30 (Nuts), 30 (Salad), 31 (Coffee), 40, 94br, Noel Hendrickson 8 (Maggie), istockphoto 8 (Ed), 18bl, 20 (e), 30 (Crisps), 30 (Fruit), 30 (Pasta), 30 (Water), 31 (Tea), 31 (Vegetables), Jupiterimages 8 (Frances), 8 (Kelly), 8 (Leo), 8 (Vicky), 15bl, 62l/3, 81br; TopFoto: ImageWorks 58tr Cover images: Front: Gareth Boden: t; Getty Images: Jupiter / Brand X Pictures tl, Lonely Planet Images / Grant Dixon tr; Masterfile UK Ltd: Gail Mooney br; Photolibrary.com: Corbis bl ll other images Pearson Education Special thanks to Jolanta Musioł (Kreativ) for the back cover design. Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. Ta książka została wydrukowana na papierze pochodzącym z odnawialnych źródeł, przyjaznym czytelnikowi i środowisku.